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SPBCIAL  BULLETIN  No.  1 


THE  PENNSYLVANIA  STATE  COLLEGE 

SCHOOL  OF  AGRICULTURE 
RURAL    LIFE    DEPARTMENT 


FARM   SHOP   WORK 

IN  PENNSYLVANIA 


STATE   COLLEGE,   CENTRE   CO.,  PENNA. 


GIFT  OF 


FARM  SHOP  WORK  IN  PENNSYLVANIA 


A  study  of  repair  and  construction  work  as  car- 
ried on  by  farmers,  and  as  practiced  in  the  vo- 
cational    agricultural  schools  of  Pennsylvania. 


By 


F.  THEODORE  STRUCK 


II 


rHHPEXN 


SYLVANIA  STATE  COLLEGE 


Sb7 


?  FOREWORD 

W  ith  the  growth  of  vocational  agriculture  in  the  secondary 
schools  there  has  developed,  especially  within  the  last  few  years,  a 
widespread  interest  in  the  problem  of  the  farm  shop.  State  super- 
\  isors  of  agriculture,  and  men  in  charge  of  teacher  training  work 
in  agricultural  education  are  zealous  in  giving  impetus  to  the  move- 
ment. It  is  recognized,  in  the  first  place,  that  there  arc  a  multipli- 
city of  aims  or  pur])oses  in  the  minds  of  teachers  giving  this  work. 
\\  hat  teachers  of  farm  shop  work  need  most  to  do  at  this  time  is  to 
anal}ze  the  subject  matter  used  into  its  significant  elements.  This 
analysis  should  be  made  on  the  basis  of  relevance  to  the  promotion 
of  a  better  and  more  productive  agriculture.  We  ought  to  know 
in  terms  of  the  region  we  serve,  what  kinds  of  work  are  most  fre- 
quently performed,  and  distinction  needs  to  be  made  between  con- 
struction work  on  the  one  hand  as  distinguished  from  repair  work 
on  the  other. 

The  following  study  was  made  by  Professor  F.  Theodore 
."Struck,  and  submitted  in  partial  fulfillment  of  the  requirements  for 
the  Ph.D.  degree  at  Columbia  University.  It  represents  results 
obtained  in  large  part  through  a  surxey  made  through  the  pupils 
])ursuing  vocational  agriculture  in  every  community  of  the  State  of 
Pennsylvania  in  which  vocational  agricultural  education  was  given. 
The  object  of  these  local  surveys  was  to  find  out  the  exact  nature 
and  extent  of  the  kinds  of  agriculture  carried  on,  and  to  see  what 
specific  kinds  of  repair  and  construction  work  are  performed  by  the 
successful  farmers  of  these  regions.  This  was  desired  in  order  that 
there  might  be  available  a  fact  basis  for  determining  essential  and 
significant  elements  that  need  to  be  covered  in  teaching  farm  shop 
work. 

It  is  felt  that  this  study  is  of  considerable  value  to  teachers  and 
su])ervisors  of  farm  shop  work  in  Pennsylvania.  The  Department 
of  Rural  Life  of  The  Pennsylvania  State  College  is  publishing  it 
with  the  hope  that  it  may  i)rovc  of  interest  and  value  to  teachers  of 
farm  sho])  work,  to  those  concerned  with  the  training  of  agricul- 
tural teachers,  and  to  supervisors  and  administrators  of  agricultural 
education  in  the  several  states. 

W.  S.  TAYLOR 


PREFACE 


Grateful  acknowledgement  is  due  the  teachers 
and  principals  in  the  schools  of  Pennsylvania  giving 
w^ork  in  vocational  agriculture,  for  their  cooperation 
and  assistance  in  making  this  study  possible.  Thanks 
are  due  my  associates  at  The  Pennsylvania  State  Col- 
lege, and  to  Mr.  L.  H.  Dennis,  with  whom  many  points 
were  discussed.  Deepest  appreciation  is  felt  for  the 
encouragement  and  helpful  criticism  received  from 
Professor  Bonser,  Professor  Dean,  and  Professor  Sned- 
den,  of  Teachers  College,  Columbia  University,  and 
from  Professor  W.  S.  Taylor,  of  The  Pennsylvania 
State  College. 


CONTENTS 


PART       I. 

CHAPTER       I. 

GENERAL  INTRODUCTION  OF  THE  SUBJECT 

Page 

1.  Organization  of  vocational  agricultural  education  in  Pennsylvania  7 

2.  Certain  preliminary   assumptions  regarding  needs  for  vocational 

education    8 

3.  Reason  for  the  study  9 

4.  Definition  of  farm  shop  work   9 

3.     Definition  of  the  problem 9 

6.  Scope  of  the  problem   11 

7.  Method  of  gathering  data  11 

8.  The  farms  studied  a  selected  group  12 

9.  Method  of  treatment  13 

10.  Classification    13 

11.  Size  of  farms  13 

12.  Type  of  agriculture 15 

13.  Farm  enterprises  are  diversified   16 

14.  Age  of  farmers   17 


» 


CHAPTER      II. 

FINDINGS  ON  THE  BASIS  OF  ALL  FARMS  STUDIED  AS 
ONE  GROUP.    (Group  I). 

1.  Explanations 19 

2.  Construction  work  in  wood    19 

3.  Repair  work  in  wood   25 

4.  Construction  work  done  for  farmers  by  expert  mechanics 33 

5.  Work  in  cement  and  concrete 

Construction    work    27 

Repair   work    29 

Work  done  by  mechanics  29 

6.  Work  done  in  iron  and  steel   29 

7.  Saw    filing     34 

8.  Taps  and  dies  34 

9.  Shoeing   horses 34 

CHAPTER       III. 

FINDINGS  WHEN  INFORMATION  SECURED  WAS  GROUPED 

ACCORDING  TO  THE  AGE  OF  THE  FARMERS.  (Groupe  II). 

1.     Work  in  wood 

Construction  work    35 

Repair   work    40 

Interpretation  of  Group  II    40 

CHAPTER      IV. 

FINDINGS  ON  THE  BASIS  OF  TYPE  OF  AGRICULTURE 
PURSUED.     (Group  III). 

I  1.     Presentation  and  interpretation  of  facts  found  in  Group  III 42 


>* 


PART       II. 
CHAPTER      II. 

THE  TEACHING  FORCE  AND  FARM  SHOP  CONDITIONS. 

Page 

1.  The   teaching  force    47 

Experience   in   shop   work    47 

Experience  in  teaching  farm  shop  work   51 

Where  teachers  were  trained   52 

Tenure    53 

2.  Farm  shop  product    54 

3.  Cost  of  material  in  shop  work  56 

4.  Shop  work  and  related  subjects   57 

5.  Aim   or  purpose  of   farm   shop  work  as  stated  by  supervisors  of 

agriculture     59 

6.  Separate   or   combined   shops    60 

7.  Equipment   for  farm  shop   work    60 

CHAPTER       VI. 
DEDUCTIONS  AND  CONCLUSIONS. 

1.  What  should  be  the  aim  or  purpose  of  teaching  farm  shop  work 

as  a  part  of  vocational  agricultural  education? 65 

2.  Kinds  of  work  that  should  be  undertaken   65 

3.  Materials  that  should  be  used  66 

4.  Size  of  work  undertaken    66 

5.  Educational    considerations    conditioning   the    kind    of   work   to 

be  given    67 

6.  Standards  of  workmanship    67 

7.  The  kind  of  shop  that  is  desirable  68 

8.  Equipment    6S 

9.  Arrangement  of  shop  equipment  69 

10.  Method  in  farm  shop  work   70 

Organization  on  the  project  basis    71 

Boys  who  do  not  live  on  farms   72 

11.  Mechanical  drawing  as  related  to  farm  shop  work   72 

Aim  or  purpose  in  teaching  drawing   72 

Method   in   teaching   drawing    • 74 

Medium  to  use   74 

APPENDIX 

I.  Table  34.     A  suggested  minimum  list  of  equipment  for  farm  shop  work 

based  on  a  class  unit  of  12  pupils.  (It  is  assumed  that  all  equip- 
ment is  in  one  shop,  so  that  separate  complete  units  corresponding 
to  the  size  of  the  class  are  not  needed  i. 

1.  Equipment  for  work  in  wood   75 

2.  Equ-pment  for  work  in  iron  and  steel   76 

3.  Equipment   for  pipe  fitting    77 

4.  Equipment  for  work  in  cement   77 

5.  Equipment  for  soldering  and  bal)biting   77 

6.  Equipment  for  mechanical  drawing   77 

7.  Equipment  for  work  in  leather   77 

8.  General    78 

II.  Table  35.     A  suggestive  list  of  shop  projects  grouped  according  to  sul)- 

ject  matter  divisions  used  in  teaching  vocational  agriculture   78 

III.  Table  36.     A  selected  Ijibliography  for  farm  shop  work  79 

1.  Addresses  of  publishers  82 

2.  Addresses  of  agricultural  colleges  and  experiment  stations     83 


PART       I. 


GENERAL  INTRODUCTION 

Organization  of  Vocational  Agricultural  Education  in  Penn- 
sylvania.— Public  vocational  agricultural  education  in  Pennsylvania 
is  organized  somewhat  differently  from  the  way  it  is  in  other  states 
of  the  Union.  In  1913  Mr.  L.  H.  Dennis,  State  Director  of  Voca- 
tional Education,  visited  the  various  kinds  of  schools  in  the  states 
that  led  in  agricultural  education.  As  a  result  of  his  study  he  or- 
ganized the  "Rural  Community  \*ocational  Schools"  of  Pennsyl- 
vania. These  schools  differ  from  the  County  High  Schools  of  Mas- 
sachusetts and  \\'isconsin,  and  from  the  Congressional  District 
Schools  of  Alabama  and  (jeorgia  in  that  the  rural  community  vo 
cational  school  is  established  where  it  may  serve  a  rural  community 
rather  than  have  its  sphere  defined  by  arbiti;ary  geographical  lines. 

Since  the  rural  community  vocational  schools  were  designed 
]>ecially  to  meet  the  needs  of 'farm  boys  and  girls  it  was  decided 
that  the  underlying  purpose  of  the  instruction  oft'ered  should  be  to 
])re])are  for  a  more  productive  agriculture  and  happier  rural  living. 
The  schools  are  of  high  school  grade,  although  boys  and  girls  over 
14  years  of  age  may  pursue  vocational  agriculture  or  vocational 
home-making  without  having  com]deted  the  eighth  grade.  These 
vocational  courses  are  required  of  all  pupils  for  the  first  two  years. 
After  that  they  may  continue  the  vocational  work  for  two  more 
years,  or  may  elect  college  i)reparatory  work.  In  the  vocational 
courses  half  of  the  time  is  spent  in  vocational  work  and  half  in 
general  education  and  in  related  subjects. 

\  ocational  agricultural  education  is  also  given  in  Pennsylvania 
in  high  school  de])artments  of  agriculture  as  is  the  case  in  New 
York  and  other  states.  In  Pennsylvania  there  is  little  difference  in 
the  quality  and  character  of  the  agricultural  education  given  in  the 
rural  community  vocational  schools  and  in  agricultural  departments 
in  general  high  schools.  In  the  latter  schools  the  work,  however, 
is  optional  to  boys.  Agricultural  education  in  both  kinds  of  schools 
is  organized  under  the  Federal  \'ocational  Education  Act  of  1917, 
as  administered   bv  the   Federal    Board   for  A'ocational   Education 


acting  through  the  State  Board  for  \  ocational  Education.  The 
schools  meet  the  requirements  of  the  Act,  and  receive  state  and 
federal  aid.  This  makes  it  possible  to  give  to  rural  children  the 
kind  and  quality  of  education  that  is  adapted  to  the  needs  of  rural 
life. 

The  Federal  Vocational  Education  Act,  through  the  standards 
that  it  sets  up,  and  by  means  of  the  supervision  that  it  provides  is 
greatly  improving  the  quality  and  character  of  secondary  agricul- 
tural education. 

Certain  Preliminary  Assumptions  Regarding  Needs  for  Voca- 
tional Education.— :\Iodern  educational  theory  postulates  that  there 
be  tangible  relationships  between  school  work  and  the  future  ac- 
tivities of  pupils.  Vocational  education  is  a  means  to  that  end.  It 
is  recognized  as  essential  to  economic  production,  and  as  an  effec- 
tive means  of  insuring  against  an  unskilled  and  uneducated  prole- 
tariat which  menaces  our  social  and  political  institutions. 

Vocational  agricultural  education  is  the  birthright  of  every 
American  boy  who  wishes  to  become  a  farmer. 


A  STUDY  OF  FARM  SHOP  WORK  IN 
PENNSYLVANIA 

CHAPTER  I. 

Reason  for  the  Study. —  Far-reaching  changes  have  taken  place 
within  the  last  two  decades  in  the  methods  employed,  and  in  tools 
and  machinery  used  in  agriculture.  The  wide  introduction  of  power 
driven  machinery,  of  factory  and  shop  made  ''parts",  such  as  drop 
forgings,  pipe  iittings,  hardware  and  plumbers'  supplies,  have  re- 
sulted in  much  change  in  the  nature  of  farm  shop  work,  so  that 
there  is  need  for  determining  the  validity  of  certain  practices  domi- 
nant in  the  past,  in  order  to  determine  whether  or  not  they  should 
be  included  in  modern  programs  for  vocational  agricultural  educa- 
tion. 

It  is  commonly  accepted  by  leaders  of  vocational  education 
that  it  is  most  essential  to  teach  those  i>hases,  or  elements  of  given 
vocations  that  have  proved  to  be  of  demonstrable  value  (including 
-ocial  and  civic  values),  to  the  adult,  successful  followers  of  the 
vocations  and  to  society  at  large.  With  this  thought  in  mind  this 
study  seeks  to  establish  certain  facts  ])ertinent  to  a  restricted  field 
of  vocational  agricultural  education — namely  to  farm  shop  work. 

The  study  is  undertaken  at  the  joint  request  of  the  Agricul- 
tural Division  of  the  State  Bureau  of  Vocational  Education,  Harris- 
burg,  and  the  Department  of  Rural  Life  of  The  Pennsylvania  State 
College. 

Definition  of  Farm  Shop  Work. — The  term  "farm  shop  work" 
is  taken  to  mean  rei)air  and  construction  work  in  various  materials 
of  construction  performed  by  farmers  in  pursuit  of  their  vocation. 
The  work  is  done  with  the  aid  of  hand  tools  and  appliances,  as  dis- 
tinguished from  machinery.  Some  of  this  work  is  performed  in 
sheds  or  repair  shops  during  inclement  weather,  or  at  slack  seasons 
when  work  with  crops  or  animals  is  not  urgent ;  the  remainder  of  it 
is  performed  anywhere  on  the  farm  where  the  need  arises. 

Definition  of  the  Problem. — Education  in  farm  shop  work  in 
Pennsylvania,  as  in  other  of  our  states,  is  passing  through  a  stage 
of  transition.  The  little  school  training  received  by  the  teachers 
who  pioneered  in  the  work  was  usually  received  in  manual  training 


classes,  with  the  result  that  the  exercise  method,  conventional 
manual  training  equipment,  and  related  methods  and  ideals  were 
largely  carried  over  into  the  new  field.  In  order  to  enable  a  pos- 
sible closer  correlation  and  adaptation  between  farm  shop  work  as 
practiced  by  successful  farmers  and  education  in  farm  shop  work 
as  given  in  the  vocational  agricultural  schools  and  departments  al- 
ready mentioned,   this   study   has  been   undertaken. 

In  Part  I,  the  attem])t  has  been  made  to  find  out: 

1.  What  kinds  of  construction  work  do  farmers  perform  in 
wood,  concrete  and  in  iron  and  steel  ? 

2.  What  kinds  of  repair  work  do  farmers  ])erform  in  the 
same  materials? 

3.  What  kinds  of  construction  work  in  the  materials  men- 
tioned do  farmers  leave  to  expert  mechanics  such  as 
carpenters,  concrete  workers  and  blacksmiths. 

4.  What  kinds  of  repair  work  in  the  same  materials  do 

farmers  leave  to  expert  mechanics? 

Part  II  consists  of  a  presentation  of  conditions  as  they  exist 
in  the  schools  with  which  this  study  is  concerned.  It  covers  a 
study  of  the  teaching  force  and  a  discussion,  based  on  the  facts 
found  in  the  study,  and  on  ])ersonal  observation,  and  interviews  of 
various  phases  of  farm  sho])  work  as  a  part  of  a  vocational  agricul- 
tural education  program. 

Scope  of  the  Problem. — The  data  for  Part  I  of  the  study  were 
secured  from  400  farmers  who  are  distributed  in  thirty  of  the  thirty- 
three  communities  of  the  state  in  which  rural  community  vocational 
schools,  and  vocational  agricultural  de])artments  in  high  schools, 
were  in  operation  during  the  school  year  of  1918-1919.  Figure  1 
shows  the  location  of  these  schools,  that  twenty-three  are  rural 
community  vocational  schools,  and  that  the  remaining  ten  are  agri- 
cultural departments  in  high  schools.  The  communities  not  in- 
cluded in  Part  I  of  the  study  are  at  Waynesburg,  Blain  and  Xew- 
town  Square.  Data  were  not  secured  here  because  of  illness  of 
the  agricultural  teachers. 

Facts  presented  in  the  second  part  of  the  study  were  obtained 
from : 

a.  The  thirty-three  supervisors  of  agriculture.  These 
supervisors   are   the  teachers  of  agriculture,  being  so 

10 


called  because  they  supervise  the  home  ])roject  work 
which  every  i)upil  is  required  to  carry.  Detailed  infor- 
mation about  the  supervisors  is  given  later. 

b.  A  second  source  of  information  was  that  of  personal 
obser\ation  and  discussion  at  the  schools,  supplement- 
ed in  many  cases  by  S])ecial  conferences  and  by  cor- 
respondence. 

Method  of  Gathering  Data. — It  was  deemed  advisable  to  secure 
the  data  desired  from  the  farmers  through  the  pupils  in  the  schools 
concerned.  In  order  to  accomplish  this,  personal  visits  were  made 
to  all  of  the  schools.  These  visits  were  made  in  the  course  of  two 
months,  at  the  rate  of  4  or  5  schools  i)er  week.  In  two  cases  slight- 
ly less  than  half  a  day  was  spent  in  the  schools ;  in  two  other  cases 
two  days  were  spent  in  the  schools ;  in  the  remainder  the  time  spent 
varied  from  a  half  to  a  w^hole  day.  Owing  to  the  topography  of 
the  state,  and  to  distances  traveled,  it  w^as  not  feasible  to  visit  more 
than  five  schools  per  week.  During  the  visits,  printed  question- 
naires were  distributed  among  the  pupils,  and  were  then  carefully 
explained  to  both  teachers  and  pu])ils.  Pu])ils  were  asked,  provid- 
ed they  lived  on  farms,  to  take  the  questionnaires  to  their  fathers 
or  to  friends  in  case  the  latter  were  farmers.  The  pupils  were  fur- 
thermore asked  to  exi)lain  the  questionnaires  to  whoever  was  to 
fill  them  out  and  to  render  assistance  where  it  seemed  advisable  in 
the  mechanics  of  scoring  the  questionnaires.  Upon  being  filled  out, 
the  latter  were  in  all  cases  first  returned  to  the  res])ective  schools, 
in  order  that  they  serve  as  a  basis  for  discussion,  and  for  action  in 
connection  with  the  educational  work  affected.  Later  the  question- 
naires were  sent  to  the  writer. 

In  order  to  find  out  more  about  farming  conditions  than  could 
be  revealed  through  the  question  blanks  sent  out  through  the 
pu])ils,  and  by  visiting  the  schools,  personal  visits  were  made  to  a 
number  of  farms  selected  at  random.  In  addition,  the  supervisors 
of  agriculture  were  asked  to  give  their  ratings  and  classifications  of 
the  farms  studied  through  the  ])upils. 

The  Farms  Studied  a  Selected  Group. — Figure  1  shows  that 
as  regards  location,  the  communities  selected  for  study  form,  for 
practical  ])urposes,  a  random  distribution.  On  the  other  hand  an 
effort  was  made  to  secure  returns  from  the  "fair"  and  "good"  farms 

11 


of  the  respective  communities  rather  than  from  the  "poor"  ones,  as 
the  prevailing  practice  on  poor  or  unsuccessful  farms  has  little  bear- 
ing on  the  question  of  what  kind  of  work  the  schools  should  pre- 
pare for. 

Table  1  shows  that  almost  94  per  cent  of  the  farms  come  within 
the  classifications  of  "good"  and  "fair".  In  arriving  at  the  classifi- 
cations, the  supervisors  were  advised  to  use  reasonable  standards  of 


Vocational.    Agricu  l.t  urai- 

3CZHOCDL3    AMD    DEPAKTMEINTS 

I9I8-I9I9 


L£:c^£A/o 


^U/?AL   COAf/yf£/A//rY     t/aC/tT/OA//iL     5CHOOL5. 

AGj^/col  Tu/^/iL   DrF^Kt/yf^^yrs  //v  ^/ON  Schools, 


judgment.  The  financial  success  of  the  farmer  was  taken  to  be  the 
best  single  criterion  in  arriving  at  these  judgments,  though  general 
appearance,  up-keep  of  the  farm  and  the  character  and  extent  of 
home  conveniences  were  not  overlooked.  In  view  of  the  fact  that 
the  supervisors  of  agriculture  have  had  unusual  experience  and  edu- 
cation in  the  field  of  agriculture,  and  since  each  man  rated  only 
the  farms  in  the  community  in  which  he  lives  and  works,  it  is  felt 
that  the  classification  is  as  reliable  as  are  individual  expert  judg- 
ments in  that  particular  thing. 


12 


Method    of    Treatment. — The    information    secured    from    the 
farmers  was  grouped  in  three  distinct  ways: 

1.  In  view^  of  the  fact  that  over  70  per  cent  of  the  farming 
in  the  state  is  of  the  general  farming  type,  it  was 
thought  advisable  to  group  all  of  the  data  secured  in 
the  hrst  classification,  namely  on  the  basis  of  all  farms 
studied.  It  is  believed  that  the  facts  brought  out  in 
this  classification  closely  fit  conditions  in  the  entire 
state.  It  may  be  argued  that  poultry  raising  is  quite 
different  from  dairying,  but  the  former,  as  a  distinct 
type  of  agriculture,  is  found  on  only  half  of  one  per 
cent  of  the  farms. 

2.  The  data  secured  was  next  grouped  on  the  basis  of  the 
ages  of  the  farmers  giving  the  information  in  order  to 
show  a  possible  relationship  between  age  and  the  kind 
or  variety  of  repair  and  construction  work  performed. 

3.  The  information  was  grouped  according  to  the  type  of 
farming  pursued,  in  order  to  see  if  this  has  a  material 
influence  on  the  kind  or  variety  of  repair  and  construc- 
tion work  undertaken  by  farmers. 

Classification. — In  presenting  the  data  secured  from  the  farm- 
ers, the  following  distinctions  have  been  made: 

1.  Construction  work  in  a  given  material  is  taken  to  mean 
"making"  work.  It  also  includes  repair  work  when 
performed  on  the  objects  originally  constructed  by 
farmers  as  it  is  assumed,  that  with  a  possible  few  ex- 
ceptions, more  skill  is  required  to  make  an  object  than 
to  repair  it. 

2.  Repair  work  includes  only  the  repair  work  done  on 
objects  not  made  by  farmers.  It  will  be  kept  in  mind 
that  the  actual  amount  of  repair  w^ork  done  is  greater 
than  shown  in  this  classification  as  explained  in  the 
preceding  paragraph. 

3.  Work  done  by  expert  mechanics  is  that  work  which 
farmers  leave  to  men  who  follow  vocations  such  as 
that  of  carpenter,  concrete  worker  and  blacksmith. 

Size  of  Farms. — Information  about  the  size  of  farms  becomes 
significant  especially  when  considered  in  connection  with  the  type 

13 


of  agriculture  pursued.     A  truck  farm  or  an  apple  orchard  of  forty 
acres  may  require   more   labor  and   yield   a  larger  income   than   a 


3 
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Table  1 

Showing  how  the  Supervisors  of  Agriculture  rate  369  out  of  the  400  farms 
studied. 

Rating  Number  of  farms  Per  cent 

Good  196  53.1 

Fair  150  40.7 

Poor  23  6.2 

Table  2 
SIZE  OF  FARMS  IN  PENNSYLVANIA 


A. 

Farms 

Investigated 

1 
B. 

Farms  reported 

in  U.  S.  Census 

Acres 

Mid  Value 

Frequency  Per  1000 

Frequency 

Per  1000 

Less  than 

3 

1.5 

1 

2.74 

972 

4.43 

3-9 

6.5 

/ 

19.18 

19130 

87.24 

10-19 

15 

11 

30.14 

18556 

84.62 

20-49 

35 

72 

197.26 

39721 

181.13 

50-99 

75 

121 

331.51 

65687 

199.53 

100-174 

137.5 

128 

350.68 

55518 

253.16 

175-259 

217.5 

23 

63.01 

14096 

64.28 

260-499 

330 

2 

548 

4816 

21.95 

500-999 

750 

632 

2.89 

1.000  or 

over 

167 

.76 

Total 

365 

219,295 

M 

edi 

an 

87.8 

Acres 

Median       73.8  Acres 

wheat  ranch  of  ten  times  that  area.  Table  2  shows  that  most  of 
the  farms  studied  range  in  size  between  50  and  175  acres,  and  that 
the  median  size  is  87.8  acres.  The  same  table  also  shows  how  these 
farms  compare  in  size  with  all  of  the  farms  of  the  state  as  reported 
in  the  U.  S.  Census  Report  of  1910.  It  will  be  noted  that  there  are 
proportionately  less  very  small  farms,  and  fewer  very  large  farms 
in  the  group  studied  than  exist  in  the  state  at  large.  In  other 
words,  the  group  selected  is  more  central  in  its  tendency  as  regards 
size,  than  the  group  embracing  all  of  the  farms  of  the  state.  Figure 
2  shows  the  same  facts  graphically.  The  object  in  presenting  the 
facts  regarding  the  size  of  the  farms  is  that  it  may  favor  accurate 
description  in  this  report  of  the  farms  studied. 

Type  of  Agriculture. — The  major  part  70.1  per  cent  to  be  ex-- 
act — of  the  agriculture  on  the  farms  considered  is  general  in  type. 
The  term  "general"  means  that  the  income  is  derived  from  growing 
the  usual   animals  and  field   cro])s  of  the  region.     By  referring  to 


15 


Figure  1  it  will  be  noticed  that  the  central  and  south  central  parts 
of  the  state  do  not  possess  many  vocational  agricultural  schools. 
The  farming  in  these  sections  is  very  probably  more  general  there 
than  in  the  rest  of  the  state  owing  to  soil,  topography,  climate  and 
distance  to  large  markets.  Professor  Warren*  says  that  "if  we  ex- 
cept the  cotton  farms,  probably  over  95   per  cent  of  the  United 

Table  3 

Showing  how  the  Supervisors  of  Agriculture  classified  365  of  the  400  farms 
studied,  as  to  type  of  farming. 

Classification                        Number  of  farms  Per  cent 

General  256  70.1 

Dairy  81  22.2 

Truck  16  4.4 

Fruit  9  2.5 

'       Poultry  2  .5 

Stock  1  .3 

Table  4 

Showing  the   major  farm  enterprisest,   as  reported  by   the   Supervisors  of 
Agriculture,  on  369  of  the  400  farms  studied. 


terprise 

Number 

Per  cent. 

Stock 

112 

30.3 

No  Major 

77 

20.9 

Dairy 

71 

19.2 

Crops 

63 

17.2 

Truck 

18 

4.9 

Fruit 

17 

4.6 

Poultry 

5 

1.3 

Flowers 

1 

.3 

Sundry 

5 

1.3 

States  derive  most  of  their  income  from  a  combination  of  crops 
and  animals — general  farming". 

Table  3  shows  that  the  only  other  type  of  farm  largely  repre- 
sented, is  the  dairy  type,  whereas  truck,  fruit  and  poultry  farms  oc- 
cur in  negligible  quantities.  In  studying  these  facts  in  relationship 
to  agricultural  education,  it  must  be  kept  in  mind  that  practically 
all  Pennsylvania  farmers  keep  in  the  neighborhood  of  fifty  hens,, 
produce  their  own  milk  and  butter,  and  grow  their  own  vegetables. 

Farm  Enterprises  are  Diversified. — As  may  be  expected  in  a 
state  in  which  general  farming  is  predominant  the  major  enterprises 
are  diversified  in  nature.  The  facts  shown  in  Table  4  confirm  the 
validity   of   the   practice   obtaining  in   the   vocational    agricultural 

*Warren,  G.  F.,  Farm  Manaj^ement,  page  10"). 

tThose  from  which  40%  or  more  of  the  income  was  derived. 

16 


hools  of  the  state  in  respect  to  subject  matter  selected.  The  be- 
ginning is  made  through  a  study  of  soils  in  relationship  to  field 
crops.  Practically  all  farming  requires  a  knowledge  of  soils  and 
field  crops.  Since  the  various  types  of  farming  have  much  in  com- 
mon in  theory  and  practice,  it  is  customary  to  approach  this  com- 
mon subject  matter  through  a  study  of  the  prevailing  type  of  agri- 
culture. 


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Age  of  Farmers. — It  is  interesting  to  note  that  the  farmers  who 
operate  the  more  successful  farms  (classified  as  "good"  and  "fair") 
are  not  youthful  as  a  class.  Figure  3  shows  that  half  of  them  are 
between  44  and  53  years  of  age.  This,  in  connection  with  facts 
'ater  presented  in  Table  21  bear  out  the  wide  sjiread  belief  that 
agriculture  is  one  of  the  broadest  of  vocations  due  to  the  large  num- 
ber of  elements  it  has  in  common  with  life.  The  latter  table  shows 
that  the  older  farmers  do  about  twice  as  many  kinds  of  repair  and 
construction  work  as  the  younger  farmers.  This  is  no  doubt  due 
in  part  to  the  fact  that  certain  pieces  of  work,  such  as  repairing  or 
building  a  hog  house,  or  a  watering  trough,  is  performed  only  oc- 
casionally, and  so  two  or  even  five  years  of  farm  experience  will 
not  give  opportunity  to  do  all  kinds  of  work  incidental  to  farming. 

It  may  be  argued  that  the  younger  farmers  hire  more  of  their 


repair  and  construction  work  done  than  do  the  older  men,  but  this 
conclusion  is  not  in  harmony  with  the  facts  shown  in  Figure  4.  The 
facts  found  point  out  that  agriculture  is  a  dynamic  and  energizing 
vocation  that  affords  much  opportunity  for  individual  growth  and 
development. 


18 


CHAPTER  II. 

Group  I 

Explanations. — The  reasons  for  grouping-  the  data  secured  from 
farmers  in  three  classifications  have  already  been  given.  In  order 
to  make  the  results  found  in  (iroup  I  comparable  with  the  others, 
values  have  been  reduced  to  a  percentage  basis. 

No  time  limit  such  as  "during  the  last  year"  was  indicated.  In 
all  cases,  in  this  and  in  the  other  groups,  the  tables  represent  work 
performed  at  any  time  in  the  vocational  life  of  the  individuals  con- 
cerned. 

It  may  be  observed  that  Cjroup  I  deals  with  400  cases,  where- 
as Table  2,  giving  the  size  of  farms  contains  365,  and  Figure  3,  show- 
ing the  age  of  the  farmers  who  supplied  the  information,  deals  with 
but  361  cases.  This  is  due  to  the  fact  that  not  all  farmers  would 
give  their  age  and  that  the  size  of  the  farms  was  not,  in  all  cases, 
known  to  the  supervisors  of  agriculture  who  su])i)lied  this  ])articular 
information. 

Construction  Work  in  Wood. —  The  first  table  in  Group  I 
(Table  5),  shows  how  many  farmers  per  thousand  have  done  cer- 
tain kinds  of  construction  work  in  wood.  The  list  is  quite  different 
from  the  kind  of  work  often  advocated  as  a  preparation  for  repair 
and  construction  work  on  farms.  Xear  the  top  of  the  list  are  many 
kinds  of  work  that  the  large  majority  of  teachers  of  farm  shop 
work  never  attempted  to  teach.  This  may  be  due  in  a  large  meas- 
ure to  the  following  reasons: 

1.  Traditional    manual    training    ideals    have    influenced 
shop  work  in  agriculture. 

2.  Text  and  reference  books  reflect  the  same  tendencies 
to  a  greater  or  less  degree. 

3.  1\'achers  have  thought  too  much  in  terms  of  work  that 
can  be  i)erformed  entirely  within  the  school  ])lant. 

Table  5  shows  the  actual,  as  well  as  the  relative  number  of 
times  that  certain  construction  work  is  done.  If  we  compare  with 
it,  the  kinds  of  work  usually  described  in  text  books,  we  find  con- 
siderable discrepancy,  particularly  in  the  relative  order  of  imj^ort- 

19 


ance.  For  instance,  thirteen  farmers  out  of  one  hundred  have 
made  a  bench  hook — very  commonly  advocated,  and  seventy-one 
farmers  per  hundred  built  wire  fence — a  piece  of  work  not  common- 

so ^ {O ^ n^ 


1  Wire  fence 

2  Nest  for  laying  hens    , 

3  Chicken  coop   

4  Milking  Btool 

5  Hest   for   setting  hens 

6  Ib.rn  gate 

7  Jockey  stick 

8  Hanmer  handle   


9   Feeding  trough   for , 
swine 


10  Pig  p«a  

11  Rail   fence   ... 

12  Horse  manger   . 

13  Cattle  manger 

14  Board  fence   .. 

15  Plank   drag   . . . . 

16  Hog  house    .  ... , 

17  Yard  gate    

IB  Hatchet  handle 


19   Feeding  trough  for 
svfine 


33  Sledce  handle    . 

21  Chicken   feeder. 

22  Poultry  house    . 


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ly  undertaken   by   schools.     Many  similar  instances   are   apparent 
in  the  table. 

A  conclusion  that  must  be  drawn  is  that  farm  shop  work 
should  not  be  limited  to  the  kinds  of  work  that  can  be  done  within 
the  school  house,  with  materials  and  tools  there  available. 


20 


Table  5 

Showing  kinds  of  construction  work  in  wood  performed  by  farmers  on  400 
Pennsylvania  farms.  When  the  same  object  was  both  constructed  and  re- 
paired by  a  farmer  it  was  listed  as  construction  work. 


Frequency  per 

Frequency  per 

Job 

400  farms 

1000  farms 

1 

Wire  fence 

284 

710. 

2. 

Nest  for  laying  hens 

269 

672.5 

3. 

Chicken  coop 

258 

&45. 

4. 

Milking  stool 

257 

642.5 

5. 

Nest  for  setting  hens 

256 

640. 

6. 

Farm  gate 

245 

612.5 

7. 

Jockey  stick 

207 

517.5 

8. 

Hammer  handle 

205 

512.5 

9. 

Feeding  trough  for  chicks 

181 

4525 

10. 

Pig  pen 

178 

445. 

11. 

Rail  fence 

173 

432.5 

12. 

Horse  manger 

172 

430. 

13. 

Cattle  manger 

170 

425. 

14. 

Board  fence 

167 

417.5 

15. 

Plank    drag 

164 

410. 

16. 

Hog  house 

160 

400. 

17. 

Yard  gate 

158 

395. 

18. 

Hatchet  handle 

155 

387  5 

19. 

Feeding  trough  for  swine 

152 

380. 

20. 

Sledge  handle 

151 

377.5 

21. 

Chicken  feeder 

147 

367.5 

22. 

Poultry  house 

146 

365. 

23. 

File  handle 

139 

347.5 

24. 

Pick  handle 

138 

345. 

25. 

Saw  horse 

138 

345. 

26. 

Bins  for  grain 

133 

332  5 

27. 

-Mortar  box 

131 

327  5 

28. 

Hay  rack 

128 

320. 

29. 

Fruit  ladder 

128 

320. 

30. 

Evener 

124 

310. 

31. 

Hand  sled 

123 

307.5 

32. 

Horse  drawn  sled 

119 

297.5 

33. 

Tool  box 

117 

2925 

34. 

Watering  trough 

116 

290. 

35. 

Trellis  for  grapes 

116 

290. 

36. 

Saw  buck 

115 

287.5 

37. 

Wagon  box 

115 

287.5 

38. 

Wood  picket  fence 

108 

270. 

39. 

Bird  house 

103 

257.5 

40. 

Corn  crib 

102 

255. 

41. 

Wagon  jack 

99 

2475 

42. 

Window  screen 

99 

247.5 

43 

Privy 

92 

230. 

44. 

Wagon  seat 

92 

230. 

45. 

Smoke  house 

91 

227.5 

46. 

Flight  of  steps 

91 

227.5 

47. 

Dog  house 

90 

225. 

48. 

Garden  marker 

89 

222  5 

49. 

Ironing  board 

88 

220 

50 

Crating 

87 

217.5 

51. 

Well  covering 

87 

217.5 

21 


Table  5  (Continued 


Frequency  per 

Frequency  per 

Job 

400  farms 

1000  farms 

52. 

Feeding  trough   for 

stock 

84 

210. 

53. 

Land  leveler 

84 

210. 

54. 

House  ladder 

80 

200. 

55. 

Wheelbarow 

79 

197.5 

56. 

Potato    marker 

78 

195. 

57. 

Trellis  for  tomatoes 

78 

195. 

58. 

Seed  corn  testing  tray 

76 

190. 

59. 

Brush  and  currycom 

lb  cabinet 

73 

182.5 

60. 

Trellis   for   small  vines 

73 

182.5 

61. 

Implement   shed 

72 

180. 

62. 

Rabbit  trap 

72 

180. 

63. 

Nail  cabinet 

71 

177.5 

64. 

Wood   shed 

70 

175. 

65. 

Door  screen 

69 

172.5 

66. 

Road  drag 

68 

170. 

67. 

Vise  handle 

67 

167.5 

68. 

Feeding  trough  for  sheep 

63 

157.5 

69. 

Rabbit  coop 

62 

155. 

70. 

Step  ladder 

62 

155. 

71. 

Batten   door 

61 

152.5 

72. 

Roughage  feed  rack 

for  cattle 

60 

150. 

73. 

Miter  box 

59 

147.5 

74. 

Bread  board 

57 

142  5 

75. 

Ice  house 

55 

137.5 

76. 

Wagon  shed 

53 

132  5 

77. 

Planting  stick 

52 

130. 

78. 

Bench  hook 

51 

127.5 

79. 

Chicken  brooder 

45 

112.5 

80. 

Grain  bed 

43 

107.5 

81. 

Beehive 

42 

105. 

82. 

Kitchen  stool 

41 

102.5 

83. 

Roughage  feed   rack 

for  swine 

40 

100. 

84. 

Kitchen  sink 

37 

92  5 

85. 

Pigeon  house 

37 

92.5 

86. 

Seed  corn  curing  frame 

37 

92.5 

87. 

Tool  carrier 

37 

92.5 

88. 

Saw  clamp 

35 

87.5 

89. 

Sack  holder 

31 

77.5 

90. 

Lawn  or  porch  seat 

30 

75. 

91. 

Windlass 

30 

75. 

92. 

Fly  trap 

29 

72  5 

93. 

Chicken  crate 

27 

67  5 

94. 

Ensilage  rack 

27 

67.5 

95. 

Kitchen  table 

27 

67.5 

96. 

Wagon   top 

27 

67.5 

97. 

Lumber  rack 

26 

65. 

98. 

Clothes  rack 

26 

65. 

99. 

Oats  sprouter 

26 

65. 

100. 

Porch   chair 

25 

62.5 

101. 

Egg  tester 

23 

57  5 

102. 

Combination  barn 

22 

55. 

103. 

Hive  seat 

22 

55. 

104. 

Dairy  barn 

20 

50. 

105. 

Horse  barn 

20 

50. 

106. 

Kitchen  cabinet 

17 

42.5 

22 


Table  5  (Continued' 


Frequency  per 

Frequency  per 

Job 

400  farms 

1000  farms 

107. 

Seed  corn  tree 

17 

42.5 

108. 

Sewing  horse 

17 

42.5 

109. 

Clothes  line  reel 

16 

40. 

110. 

Seed   corn  shed 

15 

37.5 

111. 

Trap  nest 

15 

37.5 

112. 

Kitchen  bin 

14 

35. 

113. 

Milk  record  sheet  case 

13 

32.5 

114. 

Sheep  barn 

11 

27.5 

115. 

Screw  cabinet 

10 

25. 

116. 

Unloading  chute  for  cattle 

10 

25. 

117. 

Cabinet  for  seeds 

8 

20. 

118. 

Fireless  cooker 

7 

17.5 

119. 

Weight   carrier 

3 

7.5 

It  is  likewise  evident  from  the  very  character  of  the  work  repre- 
sented that  it  is  highly  important  that  both  pupil  and  teacher  re- 
ceive their  inspiration  as  to  what  to  do  from  conditions  found  on 
the  boy's  home  farm.  The  teacher  will  need  to  be  tactful  and  wise 
in  guiding  his  pupils'  thoughts  so  that  the  latter  will  ])uri)ose  to  do 
the  kind  of  work  that  is  of  educational  value,  within  his  capacity 
and  related  to  the  technical  agriculture  being  studied  at  the  time. 

The  Table  shows  that  fireless  cookers  have  been  made  by  about 
two  per  cent  of  the  farmers.  It  makes  a  difference  whether  an  ob- 
ject such  as  this  is  comparatively  new  and  unknown,  or  whether 
it  is  like  the  flail,  old  and  less  and  less  in  demand  as  time  goes  on ; 
but  this  much  may  be  said :  the  school  ought  first  to  teach  how  to 
construct  or  repair  such  objects  as  have  demonstrable  value  today 
in  the  vocation  of  farming.  Less  than  one  per  cent  of  the  farmers 
made  a  weight  carrier.  Perhaps  they  prefer  to  get  rid  of  stones 
by  hitching  their  teams  to  stone-boats. 

Figure  4  shows  gra])hically  to  what  extent  farmers  do  certain 
kinds  of  construction  work  in  wood,  and  to  what  extent  they  leave 
such  work  to  carj)enters  or  other  expert  mechanics.  The  graph 
shows  conclusively  that  farmers  do  almost  all  of  such  work  them- 
selves, leaving  little  for  expert  mechanics  to  do.  Xo  doubt  the 
latter  can  do  much  of  this  work  faster  and  better  than  can  farmers, 
but  there  are  several  factors  that  counterbalance  this : 

1.  Mechanics  expect  to  be  paid  for  time  and  cost  of 
traveling  to  and  from  an  out-of-town  job.  For  small 
jobs,  this  is  especially  uneconomical. 


2.  When  mechanics  arc  brought  to  the  farm,  they  must 
be  fed,  and  sometimes  lodged — often  an  added  burden 
to  the  farmer's  busy  wife. 

3.  It  is  frequently  impossible  for  farmers  to  secure  the 
service  of  good  mechanics.  The  latter  do  not,  as  a 
rule,  like  to  go  out-of-town  for  work  lasting  only  a  few 
hours,  and  the  majority  likewise  object  to  being  away 
from  home  at  night.  As  good  roads  become  more 
frequent,   this   objection   will   have   decreasing   weight. 

4.  The  farmer  can  do  much  repair  and  construction  work 
at  times  when  crops  and  animals  do  not  need  his  at- 
tention, or  when  the  weather  is  unfavorable  for  other 
work. 

The  educational  value  of  Figure  4  lies  primarily  in  the  fact 
that  it  shows  how  many  farmers  per  hundred  do  the  kinds  of  work 
described,  and  how  that  compares  j^roportionately  with  similar 
w^ork  left  to  carpenters  or  other  mechanics. 

Table  6 

Showing  kinds  of  repair  work  in  wood  occurring  50  or  more  times  per  1000 
farms,  as  found  on  400  Pennsylvania  farms. 


Job 


1. 

Door  screen 

2. 

Wheelbarrow 

3. 

Rail  fence 

4. 

Window  screen 

5. 

Horse  manger 

6. 

Cattle    manger 

7. 

Bins  for  grain 

S. 

Wire  fence 

9. 

Wagon  box 

10. 

Horse  barn 

11. 

Combination  barn 

12. 

Hog  house 

13. 

Dairy  barn 

14. 

Board  fence 

15. 

Farm  gate 

16. 

Corn  crib 

17. 

Pig  pen 

18. 

Poultry  house 

19. 

Horse  drawn  sled 

20. 

Fruit  ladder 

21. 

Wagon  bed 

22. 

Hay  rack 

23. 

Wood  picket  fence 

24. 

Yard  gate 

Frequency  per 

Frequency  per 

400  farms 

1000  farms 

94 

235. 

93 

232.5 

74 

185. 

74 

185. 

73 

182.5 

73 

182.5 

69 

1725 

68 

170. 

65 

167.5 

64 

160. 

60 

150. 

59 

147.5 

54 

135. 

53 

132.5 

52 

130. 

51 

127.5 

46 

115. 

45 

112  5 

45 

112.5 

44 

110. 

44 

110. 

43 

107.5 

40 

100. 

40 

100. 

24 


Table  6  {Continued; 


Frequency  per 

Frequency  per 

Job 

400  farms 

1000  farms 

25. 

Wagon  seat 

39 

97^ 

26. 

Privy 

38 

95. 

27. 

Chicken  coop 

37 

92.5 

28. 

Step  ladder 

37 

92.5 

29. 

Nest   for  laying  hens 

36 

90. 

30. 

Batten  door 

34 

85. 

31. 

Hammer  handle 

34 

85. 

32. 

Pick   handle 

34 

85. 

33. 

Implement  shed 

34 

85. 

34. 

Kitchen  table 

33 

82.5 

35. 

Nest  for  setting  hens 

33 

82.5 

36. 

Hatchet  handle 

31 

77.5 

37. 

Smoke   house 

31 

77.5 

38. 

Oats  sprouter 

30 

75. 

39. 

Jockey  stick 

30 

75. 

40. 

Kitchen  sink 

30 

75. 

41 

Sledge  handle 

30 

75. 

42. 

Wood  shed 

29 

72.5 

43. 

Milking   stool 

28 

70. 

44. 

Watering  trough 

28 

70. 

45. 

Flight  of  steps 

27 

67.5 

46. 

Wagon  top 

27 

67.5 

47. 

Hand  sled 

26 

65. 

48. 

Chicken  crate 

25 

62.5 

49. 

File  handle 

24 

60. 

50. 

Well   covering 

22 

55. 

51. 

Ice  house 

21 

52.5 

52. 

Potato  marker 

21 

52.5 

53. 

House  ladder 

20 

50. 

54. 

Land  leveler 

20 

50. 

55. 

Mortar  box 

20 

50. 

The  above  table  covers  58  out  of  122  jobs  reported  on.  Those  not  listed 
occur  less  than  50  times  per  1000  farms.  The  table  covers  only  such  repair 
work  as  was  performed  on  objects  not  originally  built  by  the  farmers.  Repair 
work  on  objects  built  by  farmers  is  included  in  Table  5. 

The  graph  shows,  furthermore,  the  necessity  of  teaching  cer- 
tain things  that  are  not  at  present  a  part  of  the  school  program. 
Just  what  these  things  are,  varies  from  school  to  school. 

Repair  Work  in  Wood. — In  interpreting  Table  6  it  must  be 
kept  in  mind  that  the  table  covers  only  such  repair  work  as  was 
performed  on  objects  not  originally  built  by  farmers.  This  ac- 
counts for  the  lower  frequency  shown  for  repair  work  as  compared 
with  construction  work  in  the  same  material.  As  the  results  stand, 
they  argue  in  favor  of  teaching  considerable  construction  work — 
as  much  as  is  i)racticable  considering  that  repair  and  construction 
work  must  always  be  regarded  as  a  minor  in  agriculture.  If,  on  the 
other   hand,   the   relative  frequency   of  repair  work  as   such,   were 

25 


greater  than  that  of  construction  work,  then  it  wouhl  mean  that 
farm  boys  ought  to  be  taught  to  re])air  work  as  distinguished  from 
constructing  the  same. 

Construction  Work  in  Wood  Done  for  Farmers  by  Expert  Me- 
chanics.— As  might  be  expected,  barns,  poultry  houses  and  cabinet 
work  are  largely  found  at  the  top  of  the  list  given  in  Table  7.  That 
certain  work  rather  generally  done  by  farmers  is  also  found  in  this 
table,  is  ])robably  due  to  the  fact  that  there  are  always  some  farm- 
ers who,  because  of  lack  of  experience  or  for  other  reasons,  hire 
such  work  done. 

Table  7 

Construction    work    done    in    wood    for    farmers   by   expert    mechanics   who 
follow  such  work  as  a  vocation,  as  found  on  400  Pennsylvania  farms. 


Frequency  per 

Frequency  per 

Job 

400  farms 

1000  farms 

1. 

Combination  barn 

77 

192.5 

2. 

Kitchen   sink 

61 

152.5 

3. 

Poultry    house 

53 

132.5 

4. 

Dairy  barn 

49 

122.5 

5. 

Horse  barn 

39 

97.5 

6. 

Kitchen   cabinet 

36 

90. 

7. 

Door  screen 

35 

87.5 

8. 

Kitchen  table 

35 

87.5 

9. 

Privy 

34 

85. 

10. 

Hog  house 

33 

82.5 

11. 

Implement  shed 

32 

80. 

12. 

Jockey  stick 

32 

80. 

13. 

Pig  pen 

30 

75. 

14. 

Window   screen 

30 

75. 

15. 

Wheelbarrow 

30 

75. 

16. 

Corn  crib 

29 

72.5 

17. 

Cattle    manger 

29 

72.5 

18. 

Woodshed 

23 

65. 

19. 

Step  ladder 

25 

62.5 

20. 

I»-on-ng  board 

24 

60. 

21. 

Horse  manger 

24 

60. 

22. 

Wagon  box 

23 

57.5 

23. 

Smoke  house 

22 

55. 

24. 

Kitchen  bin 

22 

55. 

25. 

Flight  of  steps 

21 

52.5 

26. 

Wagon   bed 

21 

52.5 

27. 

Wagon  jack 

20 

50. 

28. 

Horse   drawn   sled 

20 

50. 

29. 

Bread  board 

19 

47.5 

30. 

Bins  for  grain 

19 

47.5 

31. 

Wagon  top 

19 

47.5 

32. 

Pick  handle 

18 

45. 

33. 

Sheep  barn 

17 

42.5 

34. 

Fruit   ladder 

17 

42.5 

35. 

Saw  filing 

17 

42.5 

36. 

Clothes  rack 

16 

40. 

26 


Table  7   (Continued) 


Frequency  per 

Frequency  per 

Job 

400 

farms 

1000  farms 

37. 

Wagon  seat 

16 

40. 

38. 

Lawn  or  porch  seat 

16 

40. 

39. 

Chicken  coop 

15 

37.5 

40. 

Hammer  handle 

15 

37.5 

41. 

Hay  rack 

15 

37.5 

42. 

Farm  gate 

13 

32.5 

43. 

House  ladder 

13 

32.5 

44. 

Chicken  brooder 

12 

30. 

45. 

Ice  house 

12 

30. 

46. 

Kitchen  stool 

12 

30. 

47. 

Sledge  handle 

11 

27.5 

48. 

Hatchet   handle 

11 

27.5 

49. 

Yard   gate 

11 

27.5 

50. 

Porch   chair 

11 

27.5 

51. 

Hand  sled 

11 

27.5 

52 

Vise  handle 

10 

25. 

53. 

Miter  box 

10 

25. 

54. 

Saw  buck 

10 

25. 

The  above  table  shows  the  kinds  of  work  that  were  done  25  or  more  times 
in  1000  cases.     It  covers  54  out  of  122  kinds  of  work  reported. 


Work  in  Cement  and  Concrete 

Construction  Work. — The  Portland  Cement  Association  and 
similar  organizations,  the  e.xtension  dei)artments  of  state  colleges, 
the  Ignited  States  Bureau  of  Agriculture,  farm  pa])ers  and  other 
agencies  by  means  of  literature,  lantern  slides,  moving  pictures 
and  demonstrations,  have  shown  farmers  the  possibilities  of  the 
building  material — concrete — that  largely  aided  the  Romans  in  be- 
coming the  greatest  builders  of  their  age. 

Plgure  5  shows  gra])hically  to  what  extent  farmers  in  Penn- 
sylvania are  using  the  material.  Almost  a  third  of  them  use  it 
in  floor  work  and  in  building  foundations.  The  Figure  also  shows 
that  out  of  nineteen  objects  or  things  listed  only  two  are  more 
frequently  done  by  mechanics  than  by  the  farmers  themselves. 
These  are  cisterns  and  silos.  This  is  ])robably  due  to  the  circular 
form  work  involved  in  their  construction. 

Under  i)ioneer  farming  conditions,  there  was  not  the  same  need 
for  a  permanent  building  material  that  there  is  today  when  the 
design  of  farm  structures  has  been  greatly  standardized,  and  when 
the  size  of  farms  and  the  location  of  farmsteads  is  more  stable.  In 
considering  whether  or  not  concrete  should  be  used  in  i)reference 
to  some  other  material,  one  must  consider  initial  cost  along  with  the 

27 


cost  of  up-keep  and  permanence.  The  initial  cost  will  vary  largely 
according  to  the  price  of  sand  and  gravel  or  crushed  rock  used  as 
aggregate  for  the  mixture. 


Showing  proportion  of  farmers  who  construct  certain  kinds  of  concrete  work,  and  those 
who  have  the  same  work  done  by  expert   mechanics  who  follow   such   work  as   a  vocation. 


"ZZZZZZZZZA     Cc>/;j/ri/c//o/7    kvarA 


DaA7   jecc/rea^  /n?/7f  4^/^  flf/Z7jyya/f/if  7^r/7f^. 


A  conclusion  of  educational  value  to  be  drawn  from  the  facts 
shown  in  Figure  5  and  in  Table  8,  is  that  cement  and  concrete  work 
deserves  a  place  among  the  materials  used  in  teaching  farm  shop 


28 


work.  A  material  that  is  used  by  thirty-one  per  cent  of  the  farmers 
-lioukl  not  be  overlooked  on  our  program  for  vocational  agricul- 
tural education. 

Table  8 

Kinds  of  construction  work  in  concrete  occuring  37.5  or  more   times  per 

1000  farms,  as  found  on  400  Pennsylvania  farms.  The  work  listed  represents 
that  done  by  farmers. 

Frequency  per  Frequency  per 

Job  400  farms  1000  farms 

1.  Floor  164  310. 

2.  Foundation  lOS  270. 

3.  Walk  S8  220. 

4.  Cellar  68  170. 

5.  Steps  6S  170. 

6.  Watering  trough  5t  135. 

7.  Gutter  47  117.5 
S.  Cistern  47  117.5 
9.     Fence  post  35  90 

10.  Milk  house  33  90  _ 

11.  Garage  35  87.5 

12.  Retaining  wall  29  72  5 

13.  Culvert  20  50. 

14.  Hitching  post  19  47.5 

15.  Silo  18  45. 

16.  Footing  17  42.5 

17.  Bridge  16  40. 
IS.  Ice  house  15  37.5 
19.  Reservoir  15  37.5 

The  above  table  includes  19  cases  having  the  greatest  frequency  out  of  29 
kinds  of  work  reported  on. 

Table  9 

Kinds  of  repair  work  in  concrete,  occurring  15  or  more  times  per  1000 
farms. 

The  list  represents  repair  work  done  by  farmers,  and  does  not  include  re- 
pair work  done  on  jobs  originally  constructed  by  farmers. 


Job 

1. 

Cellar 

2. 

Floor 

3. 

Foundation 

4. 

Steps 

5. 

Walk 

6. 

Silo 

7. 

Cistern 

8. 

Fence    post 

9. 

Gutter 

10. 

Hitching  post 

11. 

Retaining  wall 

12. 

Dam 

13. 

Footing 

14. 

Watering  trough 

requency  per 

Frequency  per 

400  farms 

1000  farms 

19 

47.5 

18 

45. 

16 

40. 

13 

32.5 

12 

30. 

12 

30. 

10 

25. 

10 

25. 

8 

20. 

7 

17.5 

7 

17.5 

7 

17.5 

6 

15. 

6 

15. 

The  above  table  includes  14  out  of  2S  kinds  of  work  reported  on. 

29 


Repair  Work  in  Concrete. — A  glance  at  Table  9  reveals  that 
there  is  little  repair  work  done  in  concrete.  This  is  no  doubt  large- 
ly due  to  the  permanance  of  the  material  as  well  as  to  the  fact  that 
it  is  not  used  as  frequently  as  is  wood.  For  purposes  of  agricultural 
education,  the  field  of  construction  work  in  concrete  is  more  prom- 
ising than  that  of  repair  work. 

Table  10 

Kinds  of  construction  work  in  concrete,  occurring  27.5  or  more  times  per 
1000  farms,  as  found  on  400  Pennsylvania  farms.  The  work  done  is  that  done 
by  expert  mechanics  who  follow  such  work  as  a  vocation. 

Job 


1. 

Cellar 

2. 

Cistern 

3. 

Walk 

4. 

Floor 

5. 

Silo 

7. 

Watering   trough 

8. 

Foundation 

9. 

Milk  house 

10. 

Reservoir 

11. 

Garage 

12. 

Bridge 

18. 

Ice  house 

14. 

Retaining  wall 

requency  per 

Frequency  per 

400  farms 

1000  farms 

52 

130. 

49 

122.5 

41 

102  5 

37 

92.5 

35 

87.5 

2S 

70. 

25 

62.5 

22 

55. 

20 

50. 

19 

47.5 

13 

32.5 

13 

32.5 

11 

27.5 

The  above  table  covers  14  out  of  29  kinds  of  work  reported  on. 

Work  Done  by  Mechanics. — The  kinds  of  work  mechanics  per- 
form in  concrete  for  farmers,  (Table  10)  is  similar  to  that  under- 
taken by  the  latter.  The  significant  thing  brought  out  is  that  farm- 
ers do  most  of  such  work  themselves.  The  fact  that  equi])ment  for 
work  with  cement  is  inexpensive  is  an  added  reason  why  it  should 
not  be  overlooked  in  agricultural  education. 

Work  in  Iron  and  Steel 

Much  has  been  said  for  and  against  the  ]^ractice  of  requiring 
agricultural  students  to  take  forge  work  as  a  part  of  their  secondary 
education.  In  Pennsylvania,  on  the  400  farms  studied,  fourteen 
farmers  per  hundred  have  forges  on  their  farms  and,  of  that  four- 
teen, thirteen  do  welding  and  tempering.  (See  Figure  6).  The 
following  diagram.  Figure  7,  shows  how  many  farmers  per  hundred 
construct  the  twenty-one  objects  listed  and  how  many  re])air  such 
work,  but  do  not  make  it.  In  the  latter  group,  the  clevis,  punch, 
cold  chisel  and  tongs  are  most  prominent  relatively. 

30 


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question 
farm  : 


followinj;  arc  some  of  the  variable  factors  entering  into  the 
of  whether  or  not  a  farmer  ought  to  have  a  forge  on  his 

1.  Distance  to  a  reHable  blacksmith 

(a)  Is  the  latter  there  the  year  around? 

(b)  Are  his  charges  reasonable? 

2.  Character  of  roads  and  available  means  of  transporta- 
tion. 

3.  Amount  and  character  of  work  to  be  done. 

4.  Mechanical  ability  of  the  farmer. 

31 


With  so  many  variable  factors  to  consider,  it  is  unwise  to 
maike  positive  assertions  of  a  specific  nature  without  a  careful  and 
detailed  study  and  analysis  of  conditions  obtained  in  given  locali- 
ties.    It  may  be  said  in  general  that  aside  from  vocational  values, 


Olain    link 

Gate  hook 

Chain  hook 

Singletrao   hook, 

Clevis 

Ring 

Staple 

8  Punch 

9  Gate  hinge 

10  Arneas  hook. .  . , 

11  Hasp 

12  Oonplete   bolt.  . 

13  Bolt   head 

14  Oold  chisel 

15  Wrench 

16  Angle  brace 

17  Swirel 

18  Bolt   nut 

19  Eye   bolt 

20  long 

2-1     Angle   iron 


ZZZ2 


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:zz2Z2z 


7TT 


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^Z 


ZZZ 


zzz 


zzz: 


zzz 


7777 


zzzzzzzz 


rzZZ. 


7777 


'2ZZ. 


ZZZZ. 


ZZZ 


TTTiTT-r 


■ZZZ 


ZZZ 


"ZZZ 


zzz: 


zz 


zzz 


ZZZl 


777T< 


ZZZL 


ZZZ 


7777 


;/  //: 


ZZZ 


ZZZZ 


ZZZ 


ZZZ 


rz 


zzz 


zzz 


zzz 


zzz 


zzz 


zzz: 


>  ///: 


zz: 


zzz 


zzz 


ZZZZ 


zzz 


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DOA'f     BY /^^.^ff/^5.      ^^/^//^ 

/^  /f/yj^Z/f/Z)  36^7 A/or  3uur  or 


experience  in  forge  practice  has  considerable  value  from  the  stand- 
point of  general  education  in  that  it  makes  possible  first  hand,  in- 
timate acquaintance  with  tools  and  materials  important  in  provid- 
ing food  and  shelter  for  the  human  race.  The  work  should  natur- 
ally lead  to  a  better  understanding  of  characteristics  peculiar  to 
iron  and  steel,  and  should  give  appreciation  for  structural  design. 


32 


Table  11 


Construction  work  in  iron  and 
sylvania  farms.  This  table  includes 
constructed  by  farmers. 


steel  performed  by  farmers  on  400  Penn- 
repair  work  on  objects  that  were  originally 


Job 

1 

Chain  link 

_' 

Gate  hook 

;i 

Chain  hook 

\ 

Singletree  hook 

o 

Clevis 

6 

Ring 

"■ 

Staple 

s 

Punch 

9 

Gate  hinge 

10 

Harness  hook 

11 

Hasp 

12 

Complete  bolt 

13 

Bolt  head 

14 

Cold   chisel 

15 

Wrench 

16 

Angle  brace 

17 

Swivel 

IS 

Bolt  nut 

19 

Eye  bolt 

20 

Tong 

21 

Angle  iron 

farms. 


Job 

1 

Clevis 

2 

Cold   chisel 

o 

Chain  link 

i 

Punch 

o 

Singletree  hook 

6 

Chain  hook 

1 

Gate  hook 

s 

Staple 

9 

Gate  hinge 

10 

Wrench 

11 

Harness  hook 

12 

Hasp 

13 

Ring 

14 

Tong 

15 

Bolt  head 

16 

Angle  brace 

17 

Bolt  nut 

18 

Plow  share 

19 

Swivel 

20 

Twist  drill 

21 

Complete  bolt 

22 

Angle  iron 

23 

Star  drill 

24 

Eye  bolt 

Frequency  per 

Frequency  per 

400  farms 

100  farms 

23 

7 

23 

7 

25 

6 

24 

6 

23 

6 

23 

6 

23 

6 

21 

5 

19 

5 

18 

5 

18 

5 

16 

4 

15 

4 

15 

4 

14 

4  , 

13 

3 

13 

3 

12 

3 

12 

3 

10 

2 

i 

2 

Table  12 

performed   by  farmers 

on  400  Pennsyh 

by  farmers'. 

Frequency  per 

Frequency  per 

400  farms 

100  farms 

37 

9 

33 

8 

22 

6 

22 

6 

20 

5 

19 

5 

18 

5 

16 

4 

16 

4 

16 

4 

13 

3 

13 

3 

13 

3 

13 

3 

12 

3 

11 

3 

11 

3 

11 

3 

10 

3 

9 

2 

8 

2 

< 

2 

6 

2 

6 

2 

33 


Saw  Filing. — By  referring  to  Figure  6  it  is  seen  that  half  of 
the  farmers  have  filed  cross-cut  saws — meaning  timber  saws — and 
that  forty-eight  per  hundred  file  their  own  hand  saws.  In  vjew  of 
the  fact  that  a  sharp  saw  will  cut  twice  as  fast  as  a  dull  one,  and 
that  less  efl"'ort  is  required  to  use  the  former,  it  would  seem  that 
every  farm  boy  ought  to  know  how  to  file  saws — or  to  "fit"  saws 
to  use  the  terminology  of  mechanics.  The  fifty  per  cent  of  farmers 
who  do  not  file  their  saws  probably  would  do  so  if  they  knew  how. 
It  is  poor  policy  to  depend  upon  someone  else  for  a  thing  of  that 
sort,  as  one  may  run  his  saw  on  a  hidden  nail,  or  otherwise  dull  it 
in  a  few  minutes. 

Taps  and  Dies. — A  small  set  of  taps  and  dies  will  often  save  a 
trip  to  town,  or  to  a  repair  shop,  for  farmers.  As  farm  machinery 
of  the  more  complex  sort  is  much  more  common  today  than  it  was 
two  decades  ago,  it  has  become  desirable  that  farmers  know  how  to 
use  taps  and  dies.  Figure  6  shows  that  at  present  one  in  every  five 
farmers  uses  them. 

Shoeing  Horses. — Nineteen  per  hundred  farmers  shoe  horses. 
This  figure  includes  replacing  and  tightening.  Occasionally  farm- 
ers who  find  it  difficult  to  secure  the  services  of  good  horse  shocrs, 
advocate  that  their  sons  be  taught  horse  shoeing  in  the  vocational 
agricultural  school.  The  absurdity  of  the  request  is  a]:)parent  to 
all  who  realize  how  much  skill  and  strength  such  work  requires. 


34 


CHAPTER  III. 

Group  II 

Findings  When  Information  Secured  Was  Grouped  According 
to  the  Age  of  the  Farmers. — In  order  to  see  if  there  is  a  relation- 
ship between  age  and  the  kind  or  variety  of  farm  shop  work  under- 
taken, the  information  secured  was  grouped  according  to  the  three 
])rincii)al  age  grou])s  represented,  namely:  35  to  44  years,  45  to  54 
years,  and  55  to  64  years.  The  other  age  groups  are  too  small  to 
lend  themselves  usefully  to  statistical  treatment. 

Construction  Work  in  Wood. — When  construction  work  per- 
formed b}'  farmers  is  classified  on  the  basis  of  age,  the  results  are  as 
shown  in  Tables  13,  14,  and  15.  In  order  that  these  results  may 
be  viewefl  comi)aratively,  Table  16  has  been  arranged.  If  we  call 
the  column  headed  "Age  35  to  44",  Column  1,  the  one  headed  "Age 
-15  to  54",  Column  2,  and  the  one  headed  "Age  55  to  65",  Column  3, 
it  will  be  noticed  that  there  is  not  a  single  item  in  column  one  that 
i<  not  excelled  in  column  three,  and  that  there  are  but  five  items  in 
)lumn  two  that  are  larger  than  the  corresponding  ones  in  the  third 
column.  Mewed  as  a  whole,  there  is  a  steady  increase  in  the  kinds 
of  work  done  from  the  youngest  group  to  that  of  45  to  54  years  of 
a<^e  and  again  from  the  latter  to  the  older  group. 


Table  13 

Showing   the   number 

of  farmers   per  hundred   who   perform   certain   con- 

'^ ruction  work  in  wood. 

Data  secured 

from  89  farmers,  35  to  44  years  of  age. 

Job                        Frequency- 

per  100 

Job             Frequency  per  100 

1. 

Wire    fence 

67 

19. 

Rail  fence                                   33 

2. 

Nest   for  laying  hens 

65 

20. 

Tool  box                                     33 

3. 

Chicken   coop 

60 

21. 

Saw  buck                                   31 

4 

Farm  gate 

57 

2^. 

Bins  for  grain                            30 

.1. 

Milking   stool 

57 

23. 

Evener                                         30 

0. 

Xest  for  setting  hens 

54 

24. 

Board  fence                               30 

~ 

Hammer  handle 

47 

25. 

Screw   cabinet                           30 

s. 

Feeding    trough    for   chicks 

46 

26. 

Wagon  box                                30 

9. 

Horse  manger 

39 

27. 

Plank  drag                                 29 

10. 

Sledge  handle 

39 

28. 

Feeding  trough  for  swine      28 

11. 

Chicken  feeder 

37 

29 

Hay  rack                                    27 

12. 

Hatchet  handle 

36 

30. 

Trellis  for  grapes                      27 

13. 

Hog  house 

36 

31. 

File   handle                                26 

14. 

Pig  pen 

35 

32. 

Hand  sled                                  26 

lo. 

Poultry  house 

34 

33. 

Jockey  stick                              25 

16. 

Yard  gate 

34 

34. 

Cattle    manger                          25 

17. 

Pick  handle 

34 

35. 

Wagon    seat                               25 

l^. 

Mortar   box 

33 

35 


Tabb 

14 

Showing  the  nu: 

mber   of   farmers   per   huni 

dred   who   perform   certain   ( 

con- 

struction  work  in  wood.     Data  secured  from  15 

i2  farmers,  45  to  54  years  of 

age. 

Job 

Frequency 

per  100 

Job              Frequency   per 

100 

1. 

Wire  fence 

76 

24. 

Pick   handle 

37 

2. 

Chicken  coop 

73 

25. 

Horse   manger 

36 

3. 

Milking  stool 

73 

26. 

Fruit  ladder 

36 

4. 

Nest  for  laying  hens 

73 

27. 

Mortar  box 

35 

5. 

Farm  gate 

67 

28. 

Watering  trough 

35 

6. 

Nest  for  setting 

hens 

64 

29. 

Chicken  crate 

34 

7. 

Hammer  handle 

51 

30. 

Saw  buck 

34 

8. 

Rail  fence 

50 

31. 

Trellis  for  grapes 

34 

9. 

Plank  drag 

50 

32. 

Bins  for  grain 

33 

10. 

Board  fence 

48 

33. 

Tool  box 

33 

11. 

Feeding  trough  for  chicks 

47 

34. 

Jockey  stick 

32 

12. 

Yard  gate 

46 

35. 

Evener 

32 

13. 

Poultry  house 

46 

36. 

Corn  crib 

31 

14. 

Hatchet  handle 

45 

37. 

Horse  drawn  sled 

31 

15. 

File  handle 

43 

38. 

Hand  sled 

30 

16. 

Chicken  feeder 

41 

39. 

Wagon  box 

29 

17. 

Feeding  trough 

for  swine 

41 

40. 

Bird  house 

28 

18. 

Cattle  manger 

40 

41. 

Ironing  board 

27 

19. 

Hog  house 

40 

42. 

Wagon  jack 

27 

20. 

Sledge  handle 

40 

43. 

Land  leveler 

27 

21. 

Hay  rack 

40 

44. 

Wood   picket   fence 

26 

22. 

Pig  pen 

40 

45. 

Smoke  house 

26 

23. 

Saw  horse 

39 
Table 

46. 
15 

Garden  marker 

25 

Showing  the  number  of  farmers  per  h 

undrc 

d  who  perform  certain  construc- 

tion  work  in  wood. 

Data  secured  from 

71  farmers,  55  to  64  years  of  age. 

Job 

Frequency 

per  100 

Job              Frequency   per 

100 

1. 

Wire  fence 

78 

30. 

Flight  of  steps 

40 

2. 

Nest  for  laying  hens 

76 

31. 

Wagon  box 

38 

3 

Chicken  coop 

73 

32. 

Watering  trough 

38 

4. 

Nest  for  setting  hens 

73 

33. 

Window  screen 

37 

5. 

Farm   gate 

70 

34. 

Corn   crib 

35 

6. 

Milking  stool 

70 

35. 

Dog  house 

35 

7. 

Hammer  handle 

68 

36. 

Hay   rack 

35 

8. 

Pig  pen 

63 

37. 

Horse   drawn  sled 

35 

9. 

Hatchet    handle 

59 

38. 

Tool   box 

35 

10. 

Rail  fence 

58 

39. 

Feeding  trough  for  stock 

35 

11. 

Board  fence 

58 

40. 

Wood  picket  fence 

34 

12. 

Yard  gate 

52 

41. 

Smoke  house 

34 

13. 

Mortar  box 

•51 

42. 

Bird    house 

32 

14. 

Horse    manger 

49 

43. 

Saw  buck 

32 

15. 

Cattle  manger 

49 

44. 

Ironing    board 

30 

16. 

Plank  drag 

49 

45. 

Wagon   seat 

30 

17. 

Pick  handle 

48 

46. 

W^heel  barrow 

30 

18. 

File  handle 

48 

47. 

Well   covering 

30 

19. 

Saw  horse 

48 

48. 

Wagon  jack 

28 

20. 

Feedin-?  trough  for  chicks 

48 

49. 

Wood   shed 

28 

21. 

Bins  for  grain 

46 

50. 

Vise  handle 

27 

22. 

Hog  house 

45 

51. 

Garden   marker 

27 

23. 

S'ed^e  handle 

44 

52. 

Chicken  crate 

25 

24. 

Fruit   ladder 

44 

53. 

Evener 

25 

25. 

Hand  sled 

44 

54. 

Implement  shed 

25 

26. 

Feeding  trough  for  swine 

44 

55. 

Jockey  stick 

25 

27. 

Poultry    house 

42 

56. 

Land   leveler 

25 

28. 

Privy 

41 

57. 

Wagon  bed 

25 

29. 

Ch-cken  feeder 

40 

36 


Xable  16 

Showing   the   number  of   farmers  per   hundred   who   perform   certain   con- 
struction work  in  wood.     Data  secured  from  farmers  grouped  according  to  age. 

,  Frequency  per  100 


Job 

Age  35-44 

Age  45-54 

Age  5 

1. 

Wire  fence 

67 

76 

78 

2. 

Nest  for  laying  hens 

65 

73 

76 

■J 

Chicken  coop 

60 

73 

73 

1. 

Xest  for  setting  hens 

54 

64 

73 

■). 

Farm  gate 

57 

67 

70 

Milking  stool 

57 

73 

70 

7. 

Hammer  handle 

47 

51 

68 

N. 

Pig  pen 

35 

40 

63 

9. 

Hatchet  handle 

36 

45 

59 

10. 

Rail  fence 

33 

50 

58 

11. 

Board    fence 

30 

48 

58 

12. 

Yard  gate 

34 

46 

52 

13. 

Mortar  box 

33 

35 

51 

14. 

Horse  manger 

39 

36 

49 

15. 

Cattle  manger 

25 

40 

49 

16. 

Plank  drag 

29 

50 

49 

17. 

P-ck  handle 

34 

37 

48 

- 

File  handle 

26 

43 

48 

Saw  horse 

27 

39 

48 

2o! 

Feeding  trough  for  chicks 

46 

^7 

48 

21. 

Bins  for  grain 

27 

33 

46 

22. 

Hog  house 

36 

40 

45 

23. 

Sledge  handle 

39 

40 

44 

24. 

Fruit  ladder 

22 

36 

44 

25. 

Hand  sled 

32 

30 

44 

26. 

Feeding  trough  for  swine 

28 

41 

44 

27. 

Poultry  house 

34 

46 

42 

28. 

Privy 

19 

22 

41 

29. 

Chicken  feeder 

37 

41 

40 

30. 

Flii^ht  of  steps 

15 

24 

40 

31. 

Wagon  box 

30 

29 

3S 

32. 

Watering  trough 

22 

35 

3S 

33. 

\\'indow  screen 

24 

24 

37 

34. 

Corn  crib 

19 

31 

35 

35. 

Dog  house 

20 

21 

35 

36. 

Hay  rack 

27 

40 

35 

37. 

Horse  drawn  sled 

24 

31 

35 

38. 

Tool  box 

33 

33 

35 

39. 

Feeding  trough  for  stock 

18 

22 

35 

40. 

Wood  picket  fence 

16 

26 

34 

41. 

Smoke  house 

21 

26 

34 

42. 

Bird    house 

22 

28 

32 

43. 

Saw   buck 

31 

34 

32 

44. 

Ironing  board 

19 

27 

30 

45. 

Wagon  seat 

25 

24 

30 

46. 

Wheelbarrow- 

15 

21 

30 

47. 

Well  covering 

18 

22 

30 

37 


48.  Wagon  jack 

49.  Wood  shed 

50.  Vise  handle 

Totals 


Table  16   ( Continued  i 


Job 


Frequency  per  100 

Age  35-44       Age  45-54         Age  55-64 

21  27  28 

12  17  28 

17  14  27 


1531 


19i; 


2276 


Note:   There  were  89  farmers  35  to  44  years  of  age,  152  farmers  45  to  54 
years  of  age,  and  71  farmers  55  to  64  years  of  age. 


Table  17 

Showing    the    number   of    farmers   per   hundred    who    perform    certain    repair 
work  in  wood.     Data  secured  from  89  farmers,  35  to  44  years  of  age. 

Frequency  per  100 
14 
14 
14 
12 
12 
12 
12 
11 
10 
10 
10 
10 


Job 

Frequency  per  100 

Job                F 

1. 

Door  screen 

27 

13. 

Corn    crib 

2. 

Wheelbarrow 

22 

14. 

Hog    house 

3. 

Rail  fence 

21 

15. 

Privy 

4. 

Wagon  seat 

21 

16. 

Dairy    barn 

5. 

Wire  fence 

19 

17. 

Chicken  coop 

6. 

Window   screen 

19 

18. 

Hay  rack 

7. 

Horse   manger 

17 

19. 

Wagon  box 

8. 

Horse  barn 

15 

20. 

Farm  gate 

9. 

Board    fence 

15 

21. 

Kitchen  table 

10. 

Cattle  manger 

15 

22. 

Step  ladder 

11. 

Combination  barn                       14 

23. 

Poultry  house 

12. 

Bins  for  grain 

14 
Table 

24. 
18 

Wagon  bed 

Showing  the  number  of  farmers  per  hundred  who  perform  certain  repair 
work  in  wood.     Data  secured  from  152  farmers,  45  to  54  years  of  age. 


Job                        Freque 

:ncy  per  100 

Job                 Frequency  per 

100 

1. 

Horse  manger 

26 

17. 

Poultry  house 

12 

2. 

Door  screen 

24 

18. 

Wood  picket  fence 

12 

3. 

Wheel  barrow 

24 

19. 

Batten  door 

11 

4. 

Bins  for  grain 

23 

20. 

Implement  shed 

11 

5. 

Window  screen 

23 

21. 

Step  ladder 

11 

6. 

Cattle  manger 

22 

22. 

Pig  pen 

11 

7. 

Rail   fence 

20 

23. 

Chicken  coop 

10 

8. 

Horse  barn 

18 

24. 

Farm  gate 

10 

9. 

Wire  fence 

18 

25. 

Yard  gate 

10 

10. 

Hog  house 

18 

26. 

Horse  drawn  sled 

10 

11. 

Wagon  box 

18 

27. 

Kitchen  table 

10 

12. 

Dairy  barn 

16 

28. 

Hatchet  handle 

10 

13. 

Combination  barn 

16 

29. 

Fruit  ladder 

10 

14. 

Wagon  seat 

15 

30. 

Wagon   top 

10 

15. 

Corn  crib 

12 

31. 

Wagon  bed 

10 

16. 

Board  fence 

12 

38 


Table  19 


work  in 


Showing  the  number  of  farmers  per  hundred  who  perform  certain  repair 
k  in  wood.     Data  secured  from  71  farmers,  55  to  64  years  of  age. 


Job                       Frequency 

per  100 

Job                 Frequency  per 

100 

1. 

Door  screen 

31 

25. 

Hay  rack 

14 

2. 

Horse  manger 

28 

26. 

Batten   door 

13 

3. 

Wheel  barrow 

27 

27. 

Jockey  stick 

13 

4. 

Wire  fence 

24 

28. 

Step  ladder 

13 

5. 

Farm  gate 

21 

29. 

Milking   stool 

13 

6. 

Cattle  manger 

21 

30. 

Nest  for  laying  hens 

13 

7. 

Fruit  ladder 

21 

31. 

Wagon  seat 

13 

S. 

Window  screen 

20 

32. 

Dairy  barn 

11 

9. 

Combination  barn 

20 

33. 

Horse  barn 

11 

10. 

Bins  for  grain 

20 

34. 

Wood  picket  fence 

11 

11. 

Rail  fence 

18 

35. 

Pick  handle 

11 

12. 

Pig  pen 

18 

36. 

File  handle 

11 

13. 

Corn  crib 

18 

37. 

Chicken  crate 

10 

14. 

Board  fence 

17 

38. 

Chicken  coop 

10 

15. 

Yard  gate 

17 

39. 

Chicken   feeder 

10 

16. 

Hammer  handle 

17 

40. 

Evener 

10 

17. 

Hog  house 

17 

41. 

Wagon  jack 

10 

18. 

Horse  drawn  sled 

17 

42. 

Potato  marker 

10 

19. 

Wagon  bed 

17 

43. 

Nest  for  setting  hens 

10 

20. 

Wagon  box 

17 

44. 

Plank  drag 

10 

21. 

Hatchet  handle 

16 

45. 

Porch  chair 

10 

22. 

Sledge  handle 

16 

46. 

Privy 

10 

23. 

Poultry  house 

16 

47. 

Flight  of  steps 

10 

24. 

Watering  trough 

16 

48. 

Hand   sled 

10 

Table  20 

Showing  the  number  of  farmers  per  hundred  who  perform  certain  repair 
Vv'ork  in  wood.     Data  secured  from  farmers  grouped  according  to  age. 


11. 
12. 
13. 
14. 
15. 
16. 
17. 
IS. 
19 
20. 


Job 
Door  screen 
Horse  manger 
W'heelbarrow 
Wire  fence 
Farm   gate 
Cattle  manger 
Fruit  ladder 
Window  screen 
Combination  barn 
Bins  for  grain 
Rail  fence 
Pig  pen 
Corn  crib 
Board  fence 
Yard  gate 
Hammer  handle 
Hog  house 
Horse  drawn  sled 
Wagon  bed 
Wagon  bo.x 
Hatchet  handle 
Sledge  handle 


Frequency  per 

100 

35-44 

Age  45-54 

Age  55-64 

27 

24 

31 

17 

26 

28 

22 

24 

27 

19 

18 

24 

11 

10 

21 

15 

22 

21 

9 

10 

21 

19 

23 

20 

14 

16 

20 

14 

23 

20 

21 

20 

18 

9 

11 

18 

14 

12 

18 

15 

12 

17 

6 

10 

17 

6 

9 

17 

14 

18 

17 

6 

10 

17 

10 

10 

17 

12 

IS 

17 

3 

10 

16 

5 

9 

16 

39 


10 

12 

16 

5 

6 

16 

11 

9 

14 

2 

11 

13 

3 

3 

13 

10 

11 

13 

6 

6 

13 

9 

7 

13 

U\ 

410 

549 

4  yea 

rs  of  age. 

152 

farmers  45  to  54 

Table   20    (Continued) 

Frequency  per   100 
Job  Age  35-44       Age  45-54         Age  55-64 

23.  Poultry  house 

24.  Watering  trough 

25.  Hay  rack 

26.  Batten  door 

27.  Jockey  stick 

28.  Step  ladder 

29.  Milking   stool 

30.  Nest  for  laying  hens 

Totals 

Note:    There  were  89  farmers  35  to  44  years  of  age, 
years  of  age,  and  71  farmers  55  to  64  years  of  age. 

Repair  Work  in  Wood.— Here  as  in  the  previous  classification 
where  all  farms  were  used  as  a  basis  of  study  it  will  be  necessary  to 
remember  that  re])air  work  means  only  such  repair  work  as  was 
done  by  farmers  on  objects  not  made  by  farmers.  Tables  17,  Iv^, 
and  19  give  the  results  for  the  age  grou])s  and  Table  20  gives  a 
com])arison  of  the  three  grou])s. 

The  kinds  of  work  done  in  the  age  grou])s  is  summarized  in 
Table  21.  Since  the  work  done  by  very  few  farmers  ]:>er  hun- 
dred is  less  significant  in  general  for  purposes  of  secondary  educa- 
tion, only  that  repair  work  was  included  in  the  latter  table  which 
was  done  by  10  or  more  ])ersons  ])er  hundred.  Likewise  for  the 
construction  work  the  limit  was  set  at  work  done  by  25  or  more 
persons  per  hundred. 

Table  21 

Showing  the  relative  frequency  with  which  certain  repair  and  construction 
work  in  wood  is  done  by  farmers  grouped  according  to  age. 

Age  35-44     Age  45-54     Age  55-64 

Number  of  kinds  of  repair  work  performed 

by  10  or  more  persons  per  hundred  24  31  48 

Number  of  kinds  of  construction  work  per- 
formed by  25  or  more  persons  per  hundred  35  47  58 

Interpretation  of  Group  II. — It  has  been  shown  that  farmers  35 
to  44  years  of  age  do  fewer  kinds  of  repair  and  construction  work 
than  is  done  by  farmers  45  to  54  years  of  age,  and  that  the  latter 
grou])  do  fewer  kinds  of  work  than  farmers  55  to  64  years  of  age. 

If  farmers  had  much  of  their  repair  and  construction  work 
done  by  mechanics,  it  might  be  inferred  that  the  younger  farmers 
(lei)end    more   largely   on   mechanics   for   such   work    than   do   the 

40 


older  farmers.  But  Figure  4  *ho\vs,  as  far  as  the  kinds  of  work 
treated  in  this  study  are  concerned,  that  the  amount  of  work  is 
negligible  that  farmers  leave  to  mechanics.  It  is  consistent  with 
.ucumulated  experience  to  interpret  the  facts  to  mean  that  agricul- 
ture is  a  vocation  so  broad  that  it  actually  requires  a  number  of 
years  in  order  to  obtain  a  well  rounded  training  in  it.  Rotations 
in  crops  and  changes  brought  about  by  special  market  conditions 
are  some  of  the  reasons  why  the  work  varies  from  year  to  year. 
Certain  objects  such  as  hog  houses  are  built  only  occasionally,  and 
(  ertain  repair  work  has  to  be  done  only  every  few  years.  Success- 
ful farmers  are  always  learning  and  grow  constantly  in  their  voca- 
tion. A  lifetime  of  successful  farm  experience  is  not  time  enough 
in  which  to  master  the  skills  and  acquire  the  technical  knowledge 
that  may  be  used  in  the  pursuit  of  an  agricultural  career. 


41 


CHAPTER  IV. 

Group  III 

Findings  on  the  Basis  of  Type  of  Agriculture  Pursued 

It  was  found  in  Tabic  3  that  there  are  256  general  farms  and 
81  dairy  farms  among  the  400  farms  studied.  Tables  22  and  23 
show  the  number  of  farmers  per  hundred  on  the  general  farms  who 
do  certain  construction  and  repair  work  in  wood,  and  Tables  24  and 
25  give  similar  results  for  dairy  farms,  while  Table  26  gives  a  com- 
parison of  construction  work  as  performed  on  the  three  principal 
groups  of  farms ;  namely,  the  group  containing  all  farms,  the  one 
containing  general  farms  and  the  one  made  up  of  dairy  farms. 
Table  27  gives  a  comparison  of  repair  work  as  performed  on  the 
groups  of  farms  just  mentioned. 

Interpretation  of  Facts  Found  in  Group  III. — The  comparative 
tables  show  that,  as  regards  the  kinds  of  work  studied,  there  is 
much  similarity  in  the  three  groups  of  farms.  There  are  several 
reasons  for  this.  In  the  first  place  the  group  headed  "General 
farms",  makes  up  approximately  70  per  cent  of  the  first  group  which 
contains  all  of  the  farms  included  in  the  study.     Again,  the  farmers 


Table  22 

Showing  the  number  of  farmers  per  hundred  who  perform  certain  con- 
struction work  in  wood.  Data  secured  from  256  farmers  operating  general 
farms. 


Job                        Frequency  per  100 

Job                 Frequency  per  100 

1. 

Wire  fence 

73 

20. 

Poultry  house 

37 

2. 

Farm  gate 

65 

21. 

File    handle 

36 

3. 

Nest  for  laying  hens 

65 

22. 

Mortar  Box 

35 

4. 

Milking  stool 

64 

23. 

Pick  handle 

35 

5. 

Chicken  coop 

63 

24. 

Saw  horse 

34 

6. 

Hatchet  handle 

59 

25. 

Chicken  feeder 

33 

7. 

Nest  for  setting  hens 

56 

26. 

Trellis  for  grapes 

33 

8. 

Hammer  handle 

50 

21. 

Fruit  ladder 

32 

9. 

Rail  fence 

45 

28. 

Horse   drawn  sled 

30 

10. 

Board  fence 

45 

29. 

Hand  sled 

30 

11. 

Yard  gate 

42 

30. 

Bins  for  grain 

30 

12. 

Feeding  trough  for  chicks 

41 

31. 

Jockey    stick 

30 

13. 

Plank  drag 

40 

32. 

Hay  rack 

29 

14. 

Horse  manger 

39 

33. 

Watering  trough 

255 

15. 

Sledge  handle 

38 

34. 

Evener 

28 

16. 

Pig  pen 

38 

35. 

Saw  buck 

27 

17. 

Hog  house 

38 

36. 

Wagon  box 

27 

18. 

Feeding  trough  for  swine 

38 

37. 

Wood  picket  fence 

26 

19. 

Cattle  manger 

37 

38. 

Chicken  crate 

26 

42 


Table  23 

Showing  the  number  of  farmers  per  hundred  who  perform  certain  repair 
work  in  wood.     Data  secured  from  256  farmers  operating  general  farms. 


Job                        Frequency  per  100 

Job                 Frequency  per 

100 

1. 

Door  screen 

29 

15. 

Corn  crib 

13 

2. 

Wheelbarrow 

23 

16. 

Fruit  ladder 

13 

3 

Window  screen 

22 

17. 

Pig  pen 

13 

4. 

Horse  manger 

18 

18. 

Board   fence 

13 

5. 

Farm  gate 

18 

19. 

Horse  drawn  sled 

12 

6. 

Wagon  box 

17 

20. 

Wagon  bed 

11 

4  . 

Bins  for  grain 

17 

21. 

Step  ladder 

11 

"S. 

Cattle  manger 

17 

22. 

Yard  gate 

11 

V». 

Hog  house 

16 

23. 

Chicken  coop 

11 

10. 

Wagon  seat 

15 

24. 

Nest  for  laying  hens 

10 

11. 

Rail   fence 

15 

25. 

Nest  for  setting  hens 

10 

12. 

Combination  barn 

15 

26. 

Poultry  house 

10 

13. 

Wire  fence 

15 

27. 

W'ood   picket  fence 

10 

14. 

Horse  barn 

15 

28. 

Hatchet  handle 

10 

Table  24 

Showing  the  number  of  farmers  per  hundred  on  dairy  farms  who  perform 
certain  construction  work  in  wood. 


Job 

Frequency 

per  100 

Job                 Frequency  per 

100 

1. 

Milking  stool 

65 

24. 

Corn  crib 

35 

2 

Nest  for  laying  hens 

65 

25. 

Board  fence 

35 

i: 

Chicken  coop 

59 

26. 

Hatchet    handle 

35 

4. 

Wire  fence 

59 

27. 

Watering  trough 

35 

5. 

Nest  for  setting 

hens 

54 

28. 

Chicken  feeder 

33 

6. 

Farm  gate 

52 

29. 

Yard   gate 

33 

i . 

Hammer  handle 

52 

30. 

Mortar  box 

33 

S. 

Horse    manger 

47 

31. 

Hand  sled 

32 

9. 

Bins  for  grain 

46 

32. 

Tool  box 

32 

10. 

Hay  rack 

46 

33. 

File  handle 

31 

11. 

Saw  horse 

42 

34. 

Saw  buck 

31 

12. 

Sledge   handle 

41 

35. 

Fruit  ladder 

30 

13. 

Cattle  manger 

41 

36. 

Window  screen 

28 

14. 

Feed  trough  for 

swine 

41 

37. 

Horse  drawn  sled 

2S 

15. 

Wagon  l)ox 

41 

38. 

Chicken  crate 

25 

16. 

Rail  fence 

40 

39. 

Smoke  house 

26 

17. 

Hog   house 

40 

40. 

Land  leveler 

26 

IS. 

Plank  drag 

37 

41. 

Potato  marker 

26 

19. 

Feeding  trough 

for  chicks 

37 

42. 

Crating 

25 

20. 

Evener 

36 

43. 

Wood  picket  fence 

25 

21. 

Pick  handle 

36 

44. 

Wagon  jack 

25 

22. 

Poultry  house 

36 

45. 

Flight  of  steps 

25 

23. 

Pig  pen 

36 

in  all  three  s^rou])S  kee])  cow? — not  to  the  extent  that  those  do  who 
run  dairy  farms,  but  enough  to  give  them  similar  experiences.  In 
similar  manner,  practically  all  farmers  keep  chickens,  horses,  swine, 
raise  some  garden  truck,  some  field  croj^s  and  have  other  experi- 
nces  in  common.     It  may  be  concluded  from  this  that  practically 

43 


Table  25 

Showing  the  number  of  farmers  per  hundred  on  dairy  farms  who  perform 
certain  repair  work  in  wood. 

Job  Frequency  per  100  Job  Frequency  per  100 


1. 

Dairy  barn 

27 

17. 

Potato  marker 

2 

2. 

Rail  fence 

26 

18. 

Milking  stool 

2 

3. 

Horse   manger 

25 

19. 

Pick  handle 

4. 

Horse   barn 

23 

20. 

Hay   rack 

5. 

Wheelbarrow 

22 

21. 

Smoke  house 

6. 

Wire  fence 

21 

22. 

Kitchen  sink                                 1 

(f . 

Bins  for  grain 

18 

23. 

Kitchen  table 

8. 

Board  fence 

18 

24. 

Pig  pen 

9. 

Door  screen 

17 

25. 

Window  screen 

10. 

Wagon  seat 

17 

26. 

Wagon  bed 

11. 

Cattle  manger 

16 

27. 

Woodshed 

12. 

Poultry    house 

16 

28. 

Chicken  brooder 

0 

13. 

Combination  barn 

15 

29. 

Hammer  handle 

LO 

14. 

Hog   house 

15 

30. 

Fruit  ladder 

[0 

15. 

Farm  gate 

12 

31. 

Step  ladder 

0 

16. 

Ice  house 

12 

32. 

Wheel  barrow 

LO 

Table  26 

Comparing  construction  work  in  wood  as  found  on  (a)  All  farms,  (b)  Gen- 
eral farms,  and  (c)  Dairy  farms.  The  number  of  farms  in  each  group  is  given 
in  Table  3. 

Number  of  times  per  100  farms 


Job 

All  Farms 

General  Farms 

Dairy 

1. 

Wire  fence 

71 

73 

59 

2. 

Nest  for  laying  hens 

67 

65 

65 

3. 

Chicken  coop 

61 

63 

59 

4. 

Milking   stool 

64 

64 

65 

5. 

Nest  for  setting  hens 

6i 

56 

54 

6. 

Farm  gate 

61 

65 

52 

7. 

Jockey  stick 

52 

30 

16 

8. 

Hammer  handle 

51 

50 

52 

9. 

Feeding  trough  for  chicks 

45 

41 

37 

10. 

Pig  pen 

44 

38 

38 

11. 

Rail  fence 

43 

45 

40 

12. 

Horse  manger 

43 

39 

47 

13. 

Cattle   manger 

42 

37 

41 

14. 

Board   fence 

42 

45 

35 

15. 

Plank   drag 

41 

40 

37 

16. 

Hog  house 

40 

38 

40 

17. 

Yard  gate 

40 

42 

33 

18. 

Hatchet   handle 

39 

59 

35 

19. 

Feeding  trough  for  swine 

38 

38 

41 

20. 

Sledge  handle 

3S 

38 

41 

21. 

Chicken  feeder 

37 

33 

33 

22. 

Poultry  house 

33 

37 

35 

23. 

File   handle 

35 

36 

31 

24. 

Pick  handle 

34 

35 

36 

25. 

Saw  horse 

34 

34 

42 

26. 

Bins  for  grain 

33 

30 

46 

27. 

Mortar  box 

33 

35 

33 

28. 

Hay  rack 

32 

29 

46 

29. 

Fruit  ladder 

32 

32 

30 

30. 

Evener 

31 

28 

36 

44 


Table  26    (Continued* 

Number  of  times  per  100  farms 
Job  All  Farms      General  Farms     Dairy  Farm; 


31 

30 

26 

30 

30 

28 

29 

23 

32 

29 

28 

35 

29 

33 

17 

29 

27 

31 

29 

27 

41 

27 

26 

25 

23 

24 

23 

23 

22 

35 

23 

24 

25 

25 

19 

28 

23 

22 

18 

23 

22 

22 

23 

23 

26 

23 

22 

26 

22 

22 

17 

22 

IS 

22 

22 

23 

21 

22 

18 

25 

Table  27 

ol.  Hand  sled 

32.  Horse  drawn  sled 

33.  Tool  box 

34.  Watering  trough 

35.  Trellis  for  grapes 

36.  Saw  buck 
o7.  Wa^on  l)ox 

3S.  Wood  picket  fence 

39.  Bird  house 

40.  Corn  crib 

41.  Wagon  jack 

42.  Window  screen 

43.  Privy 

44.  Wagon  seat 

45.  Smoke  house 

46.  Flight  of  steps 

47.  Dog  house 

48.  Garden  marker 

49.  Ironing  board 

50.  Cratinjj 


Comparing  repair  work  in  wood  as  found  on  (a)  All  farms,  (b)  General 
farms,  and  (c>  Dairy  farms.  The  number  of  farms  in  each  group  is  given  in 
Table  3. 

Number  of  times  per  100  farms 
Job  All  Farms       General  Farms     Dairy  Farms 

1.  Door   screen 

2.  Wheel  barrow 
3      Rail  fence 

4.  Window  screen 

5.  Horse  manger 

6.  Cattle  manger 

7.  Bins  for  grain 

8.  Wire   fence 

9.  Wagon  l)ox 

10.  Horse  barn 

11.  Comb'nation  barn 

12.  Hog  house 

13.  Dairy  barn 
14      Board    fence 

15.  Farm    gate 

16.  Corn  cri!> 

17.  Pig  pen 
IS.     Poultry  house 

19.  Horse  drawn  sled 

20.  Fruit  ladder 

21.  Wagon  b^d 

22.  Hay  rack 

23.  Wood  picket  fence 

24.  Yard   gate 

25.  Wagon  seat 

26.  Privy 

27.  Chicken  coop 


24 

29 

17 

23 

23 

10 

1-S 

15 

26 

18 

22 

11 

18 

18 

23 

IS 

17 

16 

17 

17 

18 

17 

15 

21 

17 

17 

5 

16 

15 

23 

15 

15 

15 

15 

16 

15 

14 

11 

27 

13 

12 

18 

13 

18 

12 

13 

13 

9 

12 

13 

11 

11 

11 

16 

11 

12 

9 

11 

13 

10 

11 

11 

11 

11 

11 

11 

10 

10 

5 

10 

11 

6 

10 

15 

17 

10 

8 

7 

9 

11 

11 

45 


9 

10 

10 

9 

10 

7 

S 

8 

9 

8 

9 

10 

8 

9 

11 

S 

9 

9 

8 

4 

11 

S 

10 

5 

8 

10 

9 

8 

9 

12 

8 

1 

0 

8 

o 

6 

8 

4 

11 

Table  27   (Continued) 

Number  of  times  per  100  farms 
Job  All  Farms       General  Farms     Dairy  Farms 

28.  Step  ladder 

29.  Nest  for  laying  hens 

30.  Batten  door 

31.  Hammer   handle 

32.  Pick  handle 

33.  Implement  shed 

34.  Kitchen  table 

35.  Nest  for  setting  hens 

36.  Hatchet  handle 

37.  Smoke  house 

38.  Oats  spouter 

39.  Jockey  stick 

40.  Kitchen  sink 

all  farmers  in  Pennsylvania  except  the  very  few  who  grow  nothing 
but  truck,  a  variety  or  two  of  fruit,  flowers,  etc.,  have  many  ex- 
periences in  common  and  do  much  the  same  kind  of  re])air  and  con- 
struction work.  It  is  granted  that  this  work  varies  in  amount  with 
the  type  and  size  of  farm  operated. 

In  planning  courses  of  study  for  vocational  agricultural  schools, 
one  is  forced  by  economic  considerations  to  consider  primarily  the 
best  interests  of  the  majority  of  pupils.  Rural  schools  cannot  now, 
as  a  rule,  offer  as  many  options  to  pupils  as  can  the  schools  of 
urban  centers.  It  is  hardly  economically  feasible  for  most  agricul- 
tural schools  of  secondary  grade  in  Pennsylvania  to  offer  separate 
specialized  courses  in  agronomy,  horticulture,  animal  husbandry, 
poultry  raising  and  other  major  phases  of  agriculture.  There  are 
other  reasons  why  it  is  not  attempted. 

The  conclusion  drawn  is  that  the  repair  and  construction  work 
that  was  done  most  commonly  by  the  farmers  in  Group  I  (which 
contained  all  of  the  farms  studied)  closely  represents  essentials  for 
over  90  per  cent  of  the  farming  of  the  state  of  Pennsylvania. 


46 


PART       II. 
CHAPTER  V. 

The  Teaching  Force 

At  the  time  this  study  was  made  (1919),  there  were  33  teachers 
of  agriculture  (exclusive  of  assistants),  in  the  schools  shown  in 
Figure  1.  It  has  already  been  mentioned  that  these  men  are  called 
Supervisors  of  Agriculture  because  they  supervise  home  project 
work  in  agriculture.  In  addition,  they  are  frequently  called  upon 
to  render  various  forms  of  educational  service  to  the  adult  popula- 
tion of  the  community.  All  this  tends  to  widen  their  sphere  of 
usefulness  to  the  community  and  makes  them  bigger  andd  abler 
men  than  if  their  efforts  were  restricted  to  those  of  the  class  room 
and  laboratory.  The  supervisors  are  young  men  as  is  shown  in 
Figure  8.  Twenty-four  of  them  are  between  twenty-six  and  thirty 
years  of  age. 

The  pertinence  of  the  graph  lies  largely  in  a  probable  relation- 
ship (to  which  there  are  exceptions)  between  age  and  personal 
adaptability  to  teach  successfully  a  growing  and  dynamic  vocation 
>uch  as  that  of  agriculture. 

More  significant  than  age,  however,  is  the  background  of  pre- 
vious experience  that  teachers  possess.  Figure  9  shows  how  many 
years  the  supervisors  have  lived  in  urban  centers,  in  rural  communi- 
ties, but  not  on  farms,  and  on  farms. 

Experience  in  Shop  Work. — In  describing  the  experience  that 
the  supervisors  of  agriculture  have  had  in  shop  work,  a  distinction 
is  made  between  school  experience  and  that  obtained  outside  of 
schools.  Figure  10  shows  that  of  thirty-three  supervisors  twenty- 
nine  have  had  normal  school  or  college  training  in  woodwork,  and 
that  twelve  have  had  training  in  iron  and  steel,  that  is,  forge  prac- 
tice. No  attempt  was  made  to  show  the  exact  nature  and  amount 
of  this  school  experience.  In  the  case  of  82  per  cent  of  the  men — 
those  graduated  in  agriculture  from  the  Pennsylvania  State  College 
— it  probably  consisted  of  one  three-hour  period  per  week  for  one 
semester.  The  woodwork  given  was  largely  joinery.  The  course 
of  studv  for  agricultural  students  in  effect  when  the  men  graduated 


required  either  the  course  just  described  or  one  in  forge  practice 
for  an  equal  length  of  time.  The  work  covered  is  similar  to  what 
is  usually  given  in  elementary  forge  practice  in  schools  of  engineer 
ing.  The  Pennsylvania  State  College  now  requires  students  in 
agricultural  education  to  take  farm  shop  work  for  six  hours  per 
wxek  for  one  semester. 


t 


^4  '^»  *^  V- 

Figure  8 
Age   of  supervisors  of   Agriculture,  September   1,   1910 

In  addition  to  the  experience  obtained  in  normal  school  or  col- 
lege in  working  with  materials  of  construction,  most  of  the  super- 
visors had  practical  experiences  with  tools  and  materials  of  repair 
and  construction,  incidental  to  their  farm  life.  This  work  no  doubt 
varied  considerably  with  the  men  in  amount  and  in  character,  but 
farmers  as  a  class  do  considerable  work  with  hand  tools  ;  this  must 
not  be  overlooked  in  spite  of  the  fact  that  we  have  no  exact  measure 
of  the  amount,  nor  can  we  describe  its  quality  in  a  scientific  way. 
After  all  may  not  the  description :  "five  years  of  practical  farm 
experience  in  general  farming  in  Pennsylvania",  give  as  clear  a  no- 
tion of  how  much  experience  in  farm  repair  and  construction  work  a 

48 


in 

T  "Rcr 

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TT- 

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Figure  9 
Showing    the    time    in   years    that    the    supervisors   of    agriculture    lived    on 
farms,  in  rural  communities  but  not  on  farms,  and  in  urban  centers. 


3^       JS 


bvz-;//.-</.<^z-^->^-c^-:vX<^:<--;-x<l 


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Figure  10 
Types  of  shop  work  pursued  in  Normal  School  or  in  College  l)y  Supervisors 


of  Agriculture. 


49 


person  has  had  as  to  say  he  has  "worked  for  five  years  at  carpentry", 
or  "has  had  a  three-credit  course  in  farm  shop  work  at  an  agricul- 
tural college?" 

The  number  of  years  the  supervisors  have  lived  on  farms  is 
graphically  shown  in  Figure  9.  The  diagram  does  not  distinguish 
between  years  spent  in  early  childhood  and  years  spent  later  in  life, 
but  the  graph  shows  that  over  two-thirds  of  the  men  have  lived 
sixteen  or  more  years  on  farms. 

Table  28 


Experience   in   teaching   farm   shop   work 


1918-1919 

1         1917- 

1918 

1916-1917 

1915-1916 

6 

c/i 

c/. 

^ 

c« 

Oi 

^ 

Ij 

,  3 

'Z 

3 

'Z 

3 

'a; 

3 

a; 

o 

ii 

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u 

C 

<u 

O 

3 

aj 

(LI 

c 

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^        <U 

c 

<u 

c      t! 

3          oj 

^  ^  u 

c 

c 

G 
C 

u 

o 

c 
U 

en 

C 

c 

1  1 

1  1   •! 

1 

X 

2 

X       X 

3 

X       X 

4 

X 

X 

X 

5 

X 

X 

6 

XXX 

X 

X 

X 

X 

X          X 

XXX 

7 

X 

X 

X 

8 

XXX 

X 

X 

X 

X 

X          X 

9 

X 

X 

10 

XXX 

11 

X 

12 

X       X 

X 

13 

X 

X 

X 

X 

X          X 

14 

XXX 

X 

X 

15 

X       X 

16 

X 

X 

X          X 

17 

X 

X 

y 

18 

X 

X 

19 

X 

y 

20 

XXX 

X 

X 

X          X 

21 

X       X 

X 

X 

X 

X 

X 

22 

X       X 

X 

X 

X 

X 

23 

X 

24 

X 

X 

X 

25 

X 

X 

26 

X 

X 

27 

X 

X 

28 

X       X 

X 

X 

29 

XXX 

X 

X 

X 

30 

X 

31  1 

X       X 

X 

X 

X 

X 

X 

32 

X 

X 

X 

33 

1 

X      X 

X 

X 

X 

X 

X 

To'll 

32  15    6 

22 

t 

5 

IS 

7       4 

6       2       2 

50 


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v/////////\ 


//,  O/^  333^  or  r/ffSCNOOlJ  UJfD  Arm  e  J/^/Z 


6,  0^  I3./S^  OF  T//F  5C//i!?^l5  ^JfD    CO/^C^Fr^ . 


''■A 


^,  Ojf  6.i^^  or  rA'f  3C//0015  oJf£>  if/imf^. 


I 


/,  0/^  3.03^  Of  r//£'  SC/y00L5  OJfD  J/Zfl/'-A/j^/'/^L. 


I 


Figure  11 
Materials  chiefly  used  in  farm  shop  work  in  the  schools 

Experience  in  Teaching  Farm  Shop  Work. — In  Pennsylvania, 
the  supervisors  of  agriculture,  without  exception,  teach  the  farm 
sho])  work.  Table  28  shows  the  kinds  of  materials  used  and  the 
number  of  years  that  each  supervisor  has  taught  this  work.  Fig- 
ure 1 1  shows  graphically  what  materials  were  used.  That  the  farm 
sho])  work  is  still  influenced  by  manual  training  ideals  is  brought 
out  in  Table  31.  This  shows  that  of  33  schools,  10  were  in  1919  de- 
voting their  efforts  to  repair  and  construction  work,  such  as  is  fol- 
lowed by  farmers  in  the  pursuit  of  their  vocation,  and  that  the  char- 
acter of  the  work  was  good  as  measured  by  standards  obtaining  in 
STOod  farm  ])ractice.  Three  more  schools  were  doing  the  same  kind 
of  work  with  a  fair  degree  of  skill.  Fourteen  combined  good  farm 
shop  work  with  cabinet  work.  Four  schools  gave  cabinet  work 
almost   exclusively.     One  restricted   its  efforts  almost   entirely  to 

51 


making  models — that  is  small  scale  samples — of  objects  useful  on 
the  farm,  and  one  school  gave  no  time  to  farm  shop  work  during 
the  year.  A  list  of  shop  projects  cannot  well  be  given  as  there  is 
no  uniform  practice  in  kinds  selected. 


Table  29 


Where  teachers 

received 

training,   and  amount  received 

rt 

High  School, 

3 

Academy,    or 

Normal    School 

College 

> 

Prep.  School 

-5 

j3 

iOutside! 

jOutside 

Penn 

lOutsidel 

Pa. 

1      Pa.     1  Years 

Pa.     1      Pa. 

Years 

State 

Pa.     1 

Years 

1 

X 

3.5 

X 

1                1 

4 

2 

X 

4. 

X 

4 

3 

X 

3. 

X 

1 

4 

4 

X 

4. 

1       X        I 

4 

5     1 

X 

4. 

X 

1                i 

4 

6     1 

X 

5. 

X 

1        i 

4 

7    1 

1 

X 

6 

X 

i        1 

2 

8 

X 

1. 

X 

1           "! 

6 

9 

X 

4.0 

1 

X 

t            i 

4 

10    1 

X 

4. 

X 

\           1 

4 

11     1 

X 

4. 

X 

i            1 

2 

12      ! 

X 

4. 

1 

X 

i           1 

13     1 

X        1 

2 

X 

!           ! 

14     ! 

X 

2.        ! 

1 

1 

X 

j 

15     i 

X 

4.       i 

1 

X 

16     1 

X 

4.5     1 

1 

X 

17    1 

X 

2.5   ; 

X 

i 

18     1 

X 

4.       1 

X 

! 

19    ! 

X 

4. 

X 

1           X 

20     1 

X 

3.5 

X 

i                         i 

21     1 

X 

4. 

1 

X 

i                         1 

22     1 

X 

■ 

5. 

1        X         1 

23     1 

X 

4. 

j 

X          i 

4.5 

24     1 

X 

4. 

■      1            ! 

1         X          1 

25     1 

X 

3. 

1    ■        1 

X 

I 

26     i 

X 

4. 

1        ^   1 

X 

1 

27     1 

X 

3. 

X 

28     I 

X 

4. 

.   i        1 

X 

[              ! 

29     1 

X        1                   1 

2.5 

X 

1 

30     ! 

X 

1     4.        i 

1            ! 

X 

31     1 

X 

!    3. 

1         1 

X 

i 

32     i 

X    r  4. 

X       ! 

?3     1 

^ 

1     3. 

1          1 

V 

1 

Totls" 

28 

4         110. 

3       '                ■ 

10.5 

27 

7         1315 

i 

1     av. 

1             .  1 

av. 

1 

av. 

II 

1    3  34 

1                1 

.318 

i 

4.00 

Where  Teachers  Received  Their  Training,  and  the  Amount 
Received. — Almost  88  per  cent  of  the  supervisors  of  agriculture  re- 
ceived their  high  school  education  in  Pennsylvania,  and  about  82 
per  cent  of  them  are  graduates  of  the  School  of  Agriculture  of  The 


52 


w/io  j^fCf/ysD   r/^f/j^^/^/^  SCHOOL  frocc/ir/oA/  o^  /r3 


90.S  FSj^  cSNr  ^/^  /%f  3£//'/rj^- 


cc?/.is^£^  f/x/c/^r/o/^  Ai  r//£ 
Figure  12 


Pennsylvania  State  College.  These  facts  are  graphically  shown  in 
Figure  12,  and  are  revealed  by  Table  29,  which  gives  detailed  in- 
formation about  all  of  the  supervisors.  Only  three  individuals,  or 
less  than  10  per  cent,  have  had  normal  school  training — that  is,  have 
had  training  in  methods  of  teaching.  They  are  among  the  best 
teachers.  All  but  two  of  the  supervisors  are  graduates  of  four- 
year  courses  in  agriculture. 

Tenure. — Of  the  thirty-three  supervisors  holding  positions  in 
1919,  five  have  served  four  years,  eleven  served  three  years,  eleven 
served  two  years,  and  six  served  one  year  (see  Figure  13).  The 
number  of  changes  that  have  been  made  are  shown  in  the  left  hand 
group  in  the  same  figure.  Thus,  three  of  the  five  men  who  have 
taught  for  four  years  in  Pennsylvania  are  holding  their  original 
l)Ositions.  and  sixteen  have  been  in  their  present  position  but  one 
vear.      There  are  at  least  two  reasons  for  the  latter  fact.     Manv  of 


53 


/  ^  3  4 


/    2  ^    4 
/A    ftANSY^yA/y/A 

Figure  13 


/  2    3 


the  men  gave  up  their  positions  in  order  to  go  in  the  service  of  our 
country.  Others  were  put  in  their  places.  \\  hen  the  former  re- 
turned, they  w^ere  often  put  in  charge  of  other  schools  where  men 
of  experience  and  energy  seemed  especially  to  be  needed.  In  other 
instances,  men  were  promoted,  or  their  experience  and  demon- 
strated ability  were  utilized  in  starting  new  departments  of  schools. 
During  the  first  half  of  the  present  school  year  (1919-1920)  five 
rural  community  vocational  schools  and  three  agricultural  depart- 
ments in  high  schools  have  been  added — an  increase  of  twenty-five 
per  cent. 

Farm  Shop  Product. — By  letting  boys  make  objects  for  them- 
selves, one  stimulates  and  increases  their  natural  interest  in  work 
with  hand  tools.  Figure  14  shows  what  proportion  of  the  ])roduct 
of  farm  shop  work  goes  to  the  boy,  or  to  his  home  farm.  The  dia- 
gram shows  that  the  practice  among  the  schools  is  not  uniform. 
Too  much  uniformity  in  this  respect  is  undesirable,  for  some  schools 
are  well  housed  and  equipped  and  need  little  construction  work 
such  as  boys  can  do  with  educational  advantage  to  themselves, 
while  others  have  many  things  that  need  to  be  made  that  fit  in 
with  farm  shop  work  requirements. 


54 


\\  hile  it  is  desirable  to  encourage  pupils  by  giving  them  some 
of  the  product  of  their  efforts,  it  is  likewise  worth  while  to  keep  in 
mind  a  higher  aim  than  the  purely  selfish  one  just  referred  to.  By 
having  pujjils  i)lan  and  execute  work  for  the  school,  for  instance, 
thev  are  given  the  opportunity  to  do  faithful  work  in  the  service  of 


F^^    C^/VT 


/o 


F'/^nDz/rr 


I 
\ 


^ 


Figure  14 
Per  cent  of  school  farm  shop  product  for  the  boy,  or  for  his  home  farm. 

the  community  (Table  15).  To  be  worth  while,  such  work  must 
be  within  the  capacity  of  the  boys,  and  must  be  worth  while  edu- 
cationally, otherwise  it  may  result  in  exploitation  of  the  pupils. 

If  the  product  in  farm  shop  work  is  classified  into  two  divisions, 
construction  work  and  repair  work,  it  is  found  that  there  is  also 
quite  a  variation  in  the  amount  of  the  latter  kind  of  work  done  by 
the  schools.  Figure  16  gives  the  distribution  in  terms  of  per  cent 
ot  the  work  done  for  the  year. 

All  but  one  of  the  schools  show  up  fairly  well  on  the  basis  of 
the  per  cent  of  shop  product  that  is  used  after  it  is  completed.  (Fig- 
ure 17).     The  aim  should  be  one  hundred  per  cent. 


Cost  of  Material  in  Shop  Work. —  The  cost  of  material  per  pupil 
per  year  varies  a  good  deal.  Table  30  shows  that  there  are  three 
schools  having  a  cost  of  $1.00  per  pui)il  per  year,  and  one  school 
expends  fourteen  times  as  much. 


Figure  15 

Showing  the  per  cent  of  school  farm  shop  product  that  is  undertaken  by 
the  pupils  for  the  school. 

There  are  about  72  double  periods  (two  45  minute  periods) 
devoted  to  shop  work  per  year.  Taking  the  median  cost  of  $2.63, 
it  means  that  the  cost  of  material  per  pupil  for  each  period  is 
less  than  four  cents.  Figuring  lumber  at  8  cents  per  foot,  this  al- 
lows one-half  foot  of  lumber  per  pupil  per  period — ])rovided  he 
uses  no  other  supplies.  It  is  impossible  to  do  satisfactory  voca- 
tional work  with  so  small  an  outlay  for  material.  As  a  matter  of 
fact,  it  is  not  being  done.  Pupils  are  usually  required  to  ]:)ay  for  all 
material  used  for  objects  repaired  or  made  for  personal  or  home 
farm  use.     This  is  why  the  work  is  not  costing  the  ])ublic  more. 


56 


In  one  instance  a  sui)crvisor  was  asked  by  his  school  board  to 
get  along  entirely  with  l)ox  material  which  could  be  secured  at 
stores  for  nothing.     The  result  was  unsatisfactory.     It  is  a  gross 


(Mec//ar?  3.5-^) 


^^^  C^^/^r 


Figure  16 

Showing  the  per  cent  of  school  farm  shop  product  that  is  repair  work,  as 
distinguished  from  construction  or  "mak"ng"  work. 

waste  of  valuable  time  to  have  i)U])ils  size  and  surface  material  that 
may  be  had  in  stock  sizes  from  dealers. 

Shop  Work  and  Related  Subjects. — Drawing  is  correlated  with 
farm  shop  work  in  twenty-one  of  the  thirty-three  schools.  (See 
Figure  18).     There  is  little  correlation  with  arithmetic. 


The  shop  work  undertaken  ought  to  grow  out  of,  or  at  least  fit 
into  the  technical  agriculture  that  is  being  studied  at  the  time,  and 


20 


0 

I 


/s 


/2C 


/^^ 


CJ-^A'/-- 


>  M    I    I     I    I    .. 


% 


(? 


7^/??  3  ScAc^e^/s. 


Figure  17 

Showing  the  per  cent  of  school  farm   shop   product   that   is   actually   used 
after  completion. 

arithmetic  and  other  related  sciences  should  be  closely  correlated 
with  the  agricultural  work — hence  also  with  farm  shop  work.  In 
a  relatively  new  field  of  public  education,  this  cannot  be  realized 
immediately.  Before  it  can  be  brought  about,  there  must  be  teachers 
of  related  subjects  available  who  have  both  pedagogical  training 
and   the  necessary  vocational   background   required  in   the  process 


58 


^  5  /ij  /^  ^9  ^y  J<9         Ji 

^y,  c?/^  63  6 /^s/*  C^A^r  CO'^^c^^rro  /$?/f/V  J><?^  yi/a^K ^r/o  D^A'^j/vcj 

—ZZZ  I 

Figure  18 

Showing  extent  to  which  related  subjects  are  being  correlated  with  farm 
shop  work. 

of  making  ])ractical  education  the  vehicle  for  conveying  fundamental 
truths. 

Aim  or  Purpose  of  Farm  Shop  Work  in  the  Schools. — As  the 
aim  or  ])uri)Ose  in  teaching  largely  controls  means  and  methods 
of  instruction,  it  was  thought  advisable  to  have  the  supervisors  state 
what  their  aims  are  for  farm  shop  work.  Figure  19  gives  the  re- 
sult. It  shows  some  confusion  as  to  ultimate  ends  sought.  There 
is  no  doubt  about  the  desirability  of  acquainting  ])upils  with  tools 

Table  30 
Cost  of  material  in  farm  shop  work  per  pupil  per  year 


Amount 

Number  of  Schools 

Amount 

Number  of  Schools 

%  1.00 

3 

S  9.00 

0 

2.00 

5 

10.00 

1 

3.00 

4 

11.00 

0 

4.00 

2 

12.00 

0 

5.00 

3 

13.00 

0 

6.00 

1 

14.00 

1 

7.00 

1 

(No  information 

12' 

S.OO 

0 

Median  amount  e.xpended  per  pupil  per  year  is  S2.63.  Pupils  are  usually 
asked  to  pay  for  such  material  as  they  use  in  the  construction  of  objects  made 
for  personal  or  home  farm  use,  hence  the  cost  per  pupil  to  the  school  board  is 
low. 

and   of  developing  skills  of  hand   and  accuracy  of  eye,  but  these 
things  are  i)urely  means  to  an  end  and  not  ends  in  themselves. 

The  purpose  of  farm  shop  work  should  be  to  i>repare  for  repair 
and  construction  work  as  i)erformed  by  successful  farmers.  The 
aim  is  not  the  mastery  of  tools  but  production,  and  the  self-realiza- 
tion or  personal  develoi)ment  that  accompanies  planning  and  ex- 
ecuting honest  work  that  is  essential  to  society  at  large. 

59 


i/S'^  /o  pre/r7re/dr  .^ej^^/r^/i^a^  ri2/7Vr6^c//(p/?  ^(pr/-  cpr?  y1^e  /ar/7?. 


(/3j  7b  /e^cr  //?e<yse  (?/^/oo/j 


{Q  /<p  /ray/7  /7;e  /?a/P6/(^/p^/€y^  y^  •^cc/zr^cy^ 


0)  A/c  //^rdr/?7a//a/2 


[J'/z/e/p  faz-'d  y^h/o  a//77j,j 


Execution 

No.  of  schools 

Good 

10 

Fair 

3 

Fair 

14 

Fair 

4 

Fair 

1 
1 

/ 

Figure  19 

The   aim   or  purpose   of   farm   shop   work   as   stated   by   the   Supervisors  of 
Agriculture. 

Table  31 

Showing  character  of  work  given  in  farm  shop  work  in  the  vocational  agri- 
cultural schools  and  departments. 

Character  of  the  work 
Good  farm  shop  work 
Good  farm  shop  work 

Combination  of  good  work  with  cabinet  work 
Cabinet  work  almost  exclusively 
Models  of  good  farm  shop  projects 
No  work 

Separate  or  Combined  Shops.— There  is  a  question  in  the  minds 
of  many  about  what  is  the  most  desirable  w^ay  of  housing,  in  a 
school  i)lant,  the  equi])ment  required  for  instruction  in  farm  shop 
work.  W^ith  this  thought  in  mind,  the  supervisors  were  asked 
whether,  in  the  light  of  their  ex])erience,  they  favored  having  this 
equipment  in  one  sho])  or  whether  they  preferred  se])arate  rooms 
for  different  materials  such  as  wood,  concrete  and  steel.  Their 
answers  are  shown  in  Figure  20.  The  result  of  the  inquiry  is  not 
at  all  conclusive.  All  of  the  shops  in  the  agricultural  schools  of 
the  state  are  at  ])resent  so  arranged  that  work  in  wood  is  given  in 
rooms  se])arate  from  those  in  which  forge  ])ractice  is  taught. 

Equipment  for  Farm  Shop  Work 

The  subject  of  equi])ment  for  farm  sho])  work  is  one  of  im- 
portance.    Table  32  gives  a  list  of  equi])ment  for  work  in  wood  that 

60 


has  been  recommended  by  tKe  State  Bureau  of  Vocational  Educa- 
tion, but  which  the  State  Director  feels  needs  revision.  In  order 
to  tind  out  how  well  the  supervisors  of  agriculture  are  satisfied  with 
it,  the  writer  arranged  the  subject  matter  alphabetically  and  asked 
each  supervisor  to  indicate  just  how  many  of  the  various  tools  or 
appliances  he  considered  desirable  for  a  unit  of  12  boys.  Column  2 
of  the  table  gives  the  median  results.  They  would  seem  to  show 
that  the  list  is  ample.  This  view  is  shared  by  the  writer.  Of  course 
too  much  value  must  not  be  placed  on  the  facts  shown  in  column 
two.  for  many  of  the  supervisors  could  not  be  considered  competent 
judges  in  the  matter  owing  to  the  small  amount  of  training  and  edu- 
cation thev  have  had  for  it. 


Table  32 

"Tools  and  equipment  for  woodworking  recommended  for  a  unit  of  twelve 
students  by  the  State  Bureau  of  Vocational  Education,  and  the  numbers  de- 
sired by  the  Supervisors  of  Agriculture 

1  2 

Number  Number 

recommended       desired  by 
by  State       Supervisors  of 
Dept.  for         Agriculture 
unit  of  12         (Median  to 
Description  of  Tools  and  Equipment  students         nearest  unit) 


C. 


D. 


F. 


H. 


Axe,  Forester's 

Brace,  Rachet,  8"  No.  323  Barbers 

Bit,  Auger,  R.  Jennings  in  Wooden  Case 

Bit,  Drill,  assorted,  1  each,  2,  3,  4,  5 

Bit,  Screw  Driver,  1  each,  g",  i",  Hamacher 

Schlemmer 
Bit,  Expansive,  A",  3",  Wrrght 
Carborundum  Stone  No.  108,  8"x2"xl",  Double 

Combination 
Chisels.  Socket  Firmer,  1  each,  s",  1",  l'\ 

V',  i",  7",  1"  and  2" 
Chise!,  Socket  Firmer,  12  each,  %",  1" 
Clamps,  3  ft. 

Countersink,  Rose,  No.  10,  2" 
Dividers,  winged,  3" 
Dowel  Pin  Cutters,  Sheet  Steel 
Drawshaves,  8"  Witherbv 
Files,  Saw,  14  pt.,  10  pt.,>"  flat 
Files,  Wood,  1  each.  Wood  Rasp,  fiat,  i-round,  rat-tal 
Gauge,  Bit 

Gauge,  Scratch,  Stanley  No.  64^ 
Glue  pot 

Grinder,  Bench,  8",  Pike  Whirlwind 
Grindstone,  Cyco,  20"  to  22" 
Hammer,  13  oz.,  Hammond,  Bell  Face 


8 

12  ea. 
3 

1  • 
2 
2 
2 
3 
3 

6 

1 
1 

1 
8 


■*Data  of  column 
of  writer. 


secured  from  Mr.  L.  H.  Dennis.     Arrangement  is  work 


61 


Table  32   (Continued 


Description  of  Tools  and  Equipment 


Number 
recommended 
by  State 
Dept.  for 
unit  of  12 
students 


2 

Numljer 

desired  by 

Supervisors  of 

Agriculture 

(Median  to 

nearest  unit) 


Handscrew,  Jourgensen's  No.  2,  12" 
L.      Letters  and  Numerals,  steel,  1  set  each 

Level,  Spirit,  Stanley  No.  0,  24" 
M.     Mallets,  No.  3,  Second  Growth  Hickory 

Mitre  Box,  Goodell  Mfg.  Co.,  30"  saw 
N.      Nail  Sets,  1  each,  Nos.  1,  2,  3,  4,  H.  S.  Co. 
P.      Plane  Block,  Stanley  No.  9*,  6"xll" 

Plane,  Combination,  Stanley  No.  45 

Plane,  Jack,  Stanley,  No.  5,  14" 

Plane,  Jointer,  Stanley  No.  7,  22" 

Plane,  Smooth,  Stanley  No.  3,  8"xli" 
R.      Reamer 

Rule,  Stanley  No.  18,  2  ft.  2  fold 
S.       Saw,  Back,  Disston  No.  4,  12" 

Saw,  Coping 

Saw,  Crosscut,  Disston  24",  10  pt.,  7  D. 

Saw,  Hack 
S.       Saw,  Pruning,  Disston,  Nest 

Saw,  Rip,  Disston  26",  7  pt.  7  D. 

Saw,  Set 

Scraper,  Cabinet  3"x6" 

Screw  Driver,  1  each,  4",  6",  8",  New  Century 

Spokeshave,  Iron  handle,  Planing  blade 

Squares,  Framing,  Sargent  No.  100  br.,  24" 

Squares,  Try,  Disston  No.  5\,  6" 
W.     Wrench,  Monkey 

Wrench,  Stilson 

Table  33 
Tools  and  equipment  for  forge  work  recommended  for  a  unit  of  twelve 
students  by  the  State  Bureau  of  Vocational  Education.  (This  list  has  been 
in  effect  a  number  of  years  and  is  not  satisfactory  to  the  Bureau.  It  is  given 
in  order  to  give  an  idea  of  the  kind  of  equipment  the  schools  have  where 
forge  practice  is  taught). 

Required  Required 

for  Unit  of  12  for  Unit  of  12 


6 

5 

2 

2 

1 

1 

4 

4 

1 

1 

4 

4 

12 

12 

1 

1 

12 

6 

2 

2 

3 

3 

1 

1 

12 

12 

6 
1 

4 
1 

1 

4 

1 
4 

1 

1 

1 

1 

2 

1 

1 

1 

2 

2 

3 

3 

3 

2 

4 

3 

12 

12 

1 

1 

1 

1 

A. 

Anvil 

4 

Punch, Horseshoe  (Desirable 

)  1 

C. 

Chisel,  Cold   li"   • 

1 

S. 

Shovel 

Chisel,   Hot,   li" 

1 

Square,  Steel 

D. 

Drill,  Hand   ( Desirable  i 

1 

Swage,  Top,  1" 

F. 

Files,  Flat,  12" 

2 

Swage,  Bottom,  A" 

Flatters,  2" 

2 

T. 

Taps   and    Dies,    (Desirable) 

Forge 

4 

Complete  set 

G. 

Groover,   (Desirable) 

1 

Tongs.   Bolt,   ]" 

H. 

Hammer,  Ball  Peen,  16  oz. 

4 

Tongs,   Bolt,   2" 

Hammer,  Flat,  32  oz. 

4 

Tongs,  Bolt.   V' 

Hard-e,    11" 

5 

Tongs,  ]" 

Heading  Tool,   i" 

4 

Tongs  2" 

P. 

Poker 

4 

Tongs,  *" 

Punch,  Center 

4 

Tongs.    •;" 

Punch.  A" 

2 

V 

Vise.   Blacksmith's  W 

2 

62 


Table  33  shows  the  number  of  tools  or  appliances  recommended 
by  the  State  Bureau  of  \'ocational  Education  for  forge  practice  at 
the  time  the  list  given  in  Table  32  was  sent  out.     It  will  be  noticed 


7  mD£C/D£D, 


S  Fj4/0/^     (ZOMB/A/ZNO. 


/7  j^y^y^^   3jr/i4J^/ir£  ^//ofs 
£"(0^  /?/£££^£A/r  /y//ir£j^/^L5  of  coA/srj^i/cr/oAf 

3C/C/y  /1 5    WOOD  A/VD  srssL.. 

Figure  20 

Showing   extent  to  which  Supervisors  of  Agriculture  favor  combining  all 
kinds  of  farm  shop  work,  so  that  all  equipment  is  in  one  shop. 

63 


that  some  articles  are  marked  "desirable",  meaning  that  they  arc 
not  required  to  be  purchased. 

It  is  our  purpose  here  to  give  these  tables  in  order  to  describe 
the  equipment  found  in  the  schools.  This  list,  like  the  previous 
one,  is  not  satisfactory  to  the  State  Director  of  Agricultural  Edu- 
cation.    The  writer's  views  regarding  them  will  be  given  later. 


CHAPTER  VI 

Deductions  and  Conclusions 

The  purpose  of  this  chapter  is, to  present  conclusions  based  on 
the  findings  presented  in  the  preceding  pages,  viewed  in  the  light 
of  the  writer's  acquaintance  with  farming  needs  and  school  condi- 
tions as  they  exist  in  the  state. 

What  Should  be  the  Aim  or  Purpose  of  Teaching  Farm  Shop 
Work  as  a  Part  of  Vocational  Agricultural  Education? — The  aim  or 
purpose  to  be  kept  in  mind  in  teaching  farm  shop  work  may  be 
stated  in  this  way :  It  is  self-realization  through  individual  pur- 
posing, planning  and  doing  the  kinds  of  repair  and  construction 
work  that  successful  farmers  of  the  region  engage  in.  By  self- 
realization  is  meant  the  development  of  one's  best  self  in  ways  that 
l)romote  and  perpetuate  the  ideals  and  best  interests  of  society. 

When  it  is  said  that  the  purpose  of  farm  shop  work  is  to  give 
manual  skill,  accuracy  of  eye,  or  a  knowledge  of  tool  processes,  only 
a  part  of  the  story  is  told.  All  these  enter  into  farm  shop  work 
but  they  are  only  means  to  ends  instead  of  ends  in  themselves.  To 
be  sure,  farm  shop  work  as  a  part  of  vocational  agricultural  edu- 
cation must  make  a  demonstrable  contribution  to  vocational  ef- 
ficiency. If  the  instruction  does  not  lead  to  economic  production — 
to  more  prosperous  agriculture — it  fails  in  a  vital  way,  but  educa- 
tionally it  is  important  to  think  of  the  boy  as  the  chief  product  of 
farm  shop  work  instruction,  and  of  the  work  performed  merely  as 
])erhaps  the  best  single,  tangible  evidence  of  his  vocational  de- 
velopment. Xow  this  does  not  mean  that  good  standards  of  work- 
manship are  not  essential.  It  means  that  through  the  application 
of  certain  well  recognized  laws  of  psychology  and  of  pedagogy  bet- 
ter material  and  social  results  can  be  secured  through  major  em- 
])hasis  on  the  individual  pupil  as  a  developing  democratic  citizen 
than  can  possibly  be  obtained  through  narrow  vocational  training 
the  purpose  of  which  is  habit  formation,  as  distinguished  from  vo- 
cational education  the  purpose  of  which  is  habit  formation  plus 
individual  purposing  and  reasoning. 

Kinds  of  Work  That  Should  Be  Undertaken.— The  kind  of 
work  which  farm  boys  need  to  know  how  to  do  is  not  that  which 

65 


carpenters,  cabinet  makers,  or  toy  makers  commonly  do,  but  that 
which  successful  farmers  perform  in  the  pursuit  of  their  vocation. 
Facts  have  been  given  in  this  study  that  show  what  kinds  of  repair 
work  and  construction  work  are  most  frequently  done  with  the  ma- 
terials commonly  used  for  the  purpose  by  farmers. 

Furniture  making  by  hand  is  practically  obselete  today  and 
does  not  function  generally  as  a  part  of  industrial  education.  Much 
less  can  it  be  sanctioned  as  vocational  agricultural  education. 

Toy  making  has  value  as  general  education  and  as  prepara- 
tion for  the  vocation  of  toy  making  but  cannot  be  considered  ade- 
qua4:e  preparation  for  the  kind  of  work  adult  farmers  do. 

In  order  to  determine  what  kinds  of  repair  and  construction 
work  should  be  given  prospective  farmers  it  will  be  necessary  to 
analyze  it  on  the  basis  of :  Is  it  the  kind  of  work  that  successful 
farmers  perform  in  that  type  of  farming,  in  that  particular  region, 
or  are  there  good  reasons  for  believing  that  it  is  a  thing  that  farm- 
ers of  the  region  should  do? 

Materials  That  Should  Be  Used.^ — An  analysis  of  the  kinds  of 
work  done  by  farmers  as  revealed  in  this  study  shows  that  the  bulk 
of  repair  and  construction  work  is  done  in  wood,  but  it  also  shows 
the  desirability  of  using  in  addition  such  materials  as  concrete, 
iron  and  steel.  Instead  of  limiting  the  work  during  the  first  year 
(or  during  longer  periods  of  time  as  is  sometimes  the  case  in  the 
schools)  to  work  in  wood,  it  would  seem  to  be  much  better  to  give 
whatever  work  needs  to  be  done  irrespective  of  the  materials  in- 
volved. For  example :  if  a  class  in  poultry  wishes  to  build  a  poultry 
house,  why  not  teach  the  class  how  to  put  in  a  concrete  foundation? 
Or  if  a  boy  is  making  a  wagon  jack,  why  not  have  him  do  the  iron 
work  on  it  as  soon  as  it  needs  to  be  done  instead  of  having  him 
wait  until  next  year  or  later  when  forge  practice  is  scheduled  for 
him? 

Size  of  Work  Undertaken. — Raising  an  acre  of  potatoes  or  keep- 
ing several  hogs  or  cows  is  better  preparation  for  general  farming 
than  growing  a  bed  of  dahlias  and  raising  a  few  kittens  or  pups. 
Similarly,  doing  the  man-sized  repair  and  construction  work  in- 
volved in  farming  practice  is  better  preparation  for  the  latter  vo- 
cation than  making  nothing  but  small  objects.  The  skills  develop- 
ed are  not  identical,  and  the  related  knowledge  attained  is  not  the 

66 


-ame  in  the  t\\  o  cases.  Consequently  the  practice  of  making  small- 
sized  models  of  things — in  order  to  save  material  and  time — is  less 
desirable  than  making  the  same  objects  full  size. 

Educational  Considerations  Condition  the  Kind  of  Work  to  Be 

Given. — The  kind  of  work,  while  conforming  to  the  fundamental  re- 
requirements  of  the  vocation,  may  well  be  selected  so  as  to  cor- 
relate closely  with  the  technical  agriculture  pursued  at  the  time. 
1  hat  is,  the  psychological  time  in  which  to  consider  the  repair  or 
'  instruction  of  a  potato  bin  is  when  field  crops  are  studied,  and  the 
time  to  pay  attention  to  hog  houses  is  when  animal  husbandry  is 
taken  up.  There  are  other  considerations  w^hich  make  it  difficult  to 
follow^  this  practice  at  all  times.  In  general  it  may  be  said  that  the 
work  selected  should  grow^  out  of,  or  at  least  fit  in  with  the  techni- 
cal agriculture  being  pursued  at  the  time. 

Another  educational  factor  influencing  the  kind  of  work  under- 
taken at  any  given  time  is  the  learning  difficulty  involved.  More 
knowledge  is  required  than  is  at  present  available  before  an  ac- 
curate classification  on  the  basis  of  "learning  difficulty"  involved 
can  be  made  of  repair  and  construction  work  done  by  farmers.  It 
is  feasible,  however,  at  the  present  time  to  group  such  work  rough- 
ly in  this  way,  and  it  is  highly  desirable  to  do  it.  Instead  of  having 
a  fixed  number  of  things  for  pupils  to  do  it  would  seem  to  be  bet- 
ter to  have  outlined  a  number  of  groups  of  objects,  arranged  rough- 
ly according  to  learning  difficulties  involved,  and  let  the  pupils 
choose  what  they  wish  to  make  from  a  number  of  things  suggested. 

It  is  not  desirable  to  have  a  sequence  of  an  absolute  type.  If 
the  teacher  has  to  begin  with  a  bare  room  the  first  things  required 
are  saw  horses  and  work  benches.  By  careful  planning  and  de- 
tailed explanations  these  can  properly  be  made  by  boys  fourteen 
years  of  age. 

Standards  of  Workmanship. — Since  the  purpose  of  farm  shop 
work  is  not  to  make  carpenters,  cabinet  makers  or  blacksmiths,  but 
to  contribute  a  tangible  part  to  the  vocation  of  farming,  the  stan- 
dards of  workmanship  ought  to  be  those  obtaining  for  the  specific 
work  in  mind  in  good  farm  practice.  On  the  whole,  the  work  will 
not  need  to  be  as  fine  in  quality  as  is  much  of  the  work  done  by 
carpenters  and  other  mechanics.  It  is  essential,  however,  to  do  the 
work  as  well  as  it  needs  to  be  done  for  the  purpose  it  is  to  serve. 
It  has  been  said  that  a  farmer  in  farm  shop  work  needs  to  be  a 

67 


"Jack  of  all  trades".  This  is  an  unfair  way  of  putting  the  matter. 
It  is  true  that  a  general  farmer  is  called  upon  to  do  a  large  variety 
of  work,  but  there  is  no  reason  why  we  should  not  do  this  as  w^ell 
according  to  the  standards  obtaining  in  farming  as  a  plumber  does 
his  w^ork  according  to  trade  standards.  A  farmer  can  be  as  much 
of  a  master  of  his  entire  vocation  as  a  mechanic  is  of  his.  If  in- 
struction in  farm  shop  work  is  intimately  related  to  the  work  the 
farmer  needs  to  do,  there  is  no  reason  why  he  needs  to  be  a  "Jack 
of  all  trades",  which  implies  that  he  can  do  only  a  passable  quality 
of  work  with  tools  and  materials  used  in  repair  and  construction 
work. 

The  Kind  of  Shop  That  Is  Desirable. — It  is  traditional  practice 
in  Pennsylvania  schools  to  have  forge  practice  in  separate  rooms 
from  those  in  which  work  in  wood  is  given.  This  has  the  ad- 
vantage of  keeping  coal  smoke  and  dust  away  from  where  wood  is 
used.  That  is  its  chief  advantage.  The  disadvantages  are :  either 
the  forge  equipment  must  be  large  enough  to  accommodate 
the  entire  class  or  it  makes  the  teacher's  work  difficult  in 
that  he  has  to  supervise  a  part  of  his  class  in  one  room  and  the 
remainder  in  another.  In  order  to  overcome  this  latter  difficulty 
and  at  the  same  time  avoid  coal  dust  and  smoke  it  is  possible 
to  concentrate  the  work  in  one  shop.  In  one  corner  two  or  three 
forges  may  be  placed.  These  can  be  enclosed  with  a  wire  glass  par- 
tition with  wainscoating  underneath.  In  another  part  of  the  shop 
a  similar  arrangement  can  be  made  for  w^ork  with  concrete  and 
again  for  work  in  w^ood.  If  floor  space  is  scarce,  concrete  work 
can  be  given  entirely  out  of  doors.  The  detailed  shoj)  lay-out  will 
depend  upon  the  space  available,  and  the  number  of  pupils  that 
will  be  at  work  at  one  time.  The  general  idea  is  that  equipment 
can  be  reduced  to  a  minimum  where  work  in  various  materials  can 
be  given  at  the  same  time.  Out  of  a  class  of  fifteen  pupils,  three 
may  be  working  at  forges,  three  more  may  be  doing  related  drawing 
in  the  shop,  one  may  be  using  taps  and  dies,  one  may  be  cutting  and 
threading  pipe  and  seven  may  be  working  with  wood.  A  farm  shop 
arranged  so  this  work  can  be  carried  on  at  one  time  under  the  super- 
vision of  one  teacher  will  facilitate  shop  work  on  a  project  basis,  and 
the  cost  of  equipment  will  be  considerably  less  than  if  separate  shop 
units  are  established  for  the  various  materials  that  should  be  used. 

Equipment. — Lists  of  minimum  equipment  that  are  suggested 
are  given  in  Table  34  in  the  appendix.     It  has  been  pointed  out  that 

68 


he  amount  of  equipment  needed  depends  to  quite  an  extent  upon 
I  he  \vay  the  work  is  organized — whether  separate  shop  units  are 
cstabHshed  or  whether  the  equipment  is  all  placed  in  one  shop. 

Many  schools  at  present  have  Langdon  or  Stanley  miter  boxes, 
Stanley  number  45  universal  planes  and  back  saws.  Farmers  do 
not  have  sufficient  use  for  steel  miter  boxes  and  universal  planes  to 
warrant  purchasing  them.     A  "home-made"  miter  box  of  wood  is 

juite  ample.  Back  saws  are  used  only  very  rarely  by  carpenters 
and  not  at  all  by  farmers.  They  should  have  no  place  in  farm  shop 
equipment.     They  lead  to  wrong  methods  of  work.     The  easiest 

nd  quickest  way  to  use  a  saw  is  at  an  angle  of  45  degrees  to  the 
surface  to  be  cut.  This  is  impossible  with  back  saws  on  all  material 
over  a  few  inches  in  width.  Similarly,  bench  hooks  are  not  used 
in  practical  carpentry  and  are  not  used  by  farmers.  They  too  ought 
to  be  done  away  with.  Pupils  are  inclined  to  use  them  too  much. 
It  is  better  to  encourage  their  doing  much  of  the  work  on  saw- 
horses. 

There  is  also  a  tendency  to  use  block-planes  for  smoothing  and 
even  for  jointing  lumber  parallel  to  the  grain.  Block  planes  are 
built  with  blades  set  at  a  low  angle  in  order  to  facilitate  end-grain 
]>laning.  They  are  not  well  suited  for  the  former  operations  men- 
tioned because  of  their  small  size.  It  is  well  to  use  smooth  planes 
for  surfacing  and  jack  planes  or  jointers  for  joining  lumber. 

Quite  frequently  the  use  of  try-squares  is  encouraged  to  the 
exclusion  of  the  framing  square.  The  latter  tool  is  worthy  of  great- 
er study  and  use  than  it  is  at  present  receiving  in  the  agricultural 
-chools  of  the  state. 

Arrangement  of  Shop  Equipment. — Benches  should  be  so  ar- 
ranged as  to  receive  the  best  possible  light  the  room  affords.  Light 
should  come  from  the  left  and  back  as  pupils  stand  in  position  to 
lane.  The  benches  should  be  located  also  in  such  a  way  as  to  per- 
mit easy  passage  about  the  shop.  It  is  desirable  to  have  a  part  of 
the  floor  space  free  of  benches  so  that  larger  objects  may  be  as- 
sembled or  erected  on  the  shop  floor,  or  on  saw  horses.  It  is  de- 
sirable to  have  eight  feet  of  bench  space  for  each  vise.  It  is  desir- 
able but  not  necessary  to  have  as  many  bench  spaces  as  there  are 
pupils  in  the  class. 

Several  schemes  are  in  use,  each  having  advantages,  for  taking 
care  of  shop  tools.     If  the  tool  equipment  is  of  minimum  size  for 


the  pupils  concerned,  it  may  well  be  housed  in  ^i  cabinet  or  two,  or 
if  very  small,  the  tools  may  be  arranged  on  a  wall  board.  In  either 
case  each  tool  should  have  a  definite  place  that  may  be  easily  recog- 
nized. 

The  schemes  just  mentioned  have  this  disadvantage.  At  the 
beginning  and  at  the  close  of  each  shop  period,  there  is  likely  to 
be  more  or  less  congestion  around  the  cabinet  or  tool  board,  and 
some  time  is  taken  in  getting  and  returning  tools.  In  order  to  re- 
duce t^:is  to  a  minimum,  it  is  often  found  advisable  to  have  some  in- 
dividual equipment  which  may  be  kept  on,  in  or  under  the  benches. 
It  is  easier  to  see  that  boys  keep  their  tools  shar])  and  less  time  is 
wasted  in  getting  and  returning  tools  with  individual  equipment. 
The  amount  of  individual  tool  equipment  that  should  be  found  in  a 
given  school  depends  largely  on  the  financial  resources  of  the  school. 
Perhaps  the  minimum  amount  for  the  Pennsylvania  schools  may  be 
equitably  set  at  one  dollar  per  pupil.  It  need  not  exceed  ten  dol- 
lars per  pupil  in  any  case. 

Method  in  Farm  Shop  Work 

The  methods  of  instruction  used  by  the  supervisors  of  agricul- 
ture in  teaching  farm  shop  work  dififer  quite  as  much  as  do  the  aims 
they  gave  for  this  work.  (Figure  19).  In  one  school  the  w^ork  was 
entirely  on  an  exercise  basis.  The  majority  combined  work  on  an 
exercise  basis  with  work  on  the  project  basis. 

Manual  training  ideals  and  practices  are  plainly  responsible  for 
the  exercise  method  existing  to  some  extent  in  the  agricultural 
schools.  If  teachers  of  farm  shop  work  would  draw  upon  their 
practical  farm  experience  for  guidance  they  would  not  attempt  to 
teach  joinery  on  an  exercise  basis  to  farm  boys.  But  there  seems 
oftentimes  to  be  a  tendency  for  men  with  vocational  experience,  but 
without  much  pedagogical  training,  to  discount  their  i^ractical 
experience  in  favor  of  traditional  practice  obtaining  in  schools.  A 
graduate  of  an  agricultural  college  who  may  have  had  a  course  in 
joinery  for  three  hours  per  week  for  one  semester  is  thus  likely  to 
promote  the  ideals  and  methods  he  came  in  contact  with  in  this 
short  time  rather  than  to  use  the  methods  that  his  practical  farm 
experience  would  dictate. 

Farm  shop  work  that  aims  to  develop  socialized  individuals 
through  vocational  efticiency  will  need  to  keep  in  mind  fundamental 


educational  considerations.     The  work  should  be  given  in  such  a 
way  as  to : 

1.  Develop  in  pupils  initiative  and  the  power  to  think  in- 
dependently. 

2.  Guide  pupils  that  their  thoughts  and  acts  are  truly 
social  and  not  narrowly  selfish. 

3.  Develop  the  spirit  of  cooperation. 

4.  Lead  pupils  to  have  the  problem-solving  attitude. 

The  project  method  is  one  that  is  particularly  well  adapted  to 
the  realization  of  the  aim  stated  for  the  following  reasons: 

1.  It  offers  opportunity  for  individual  purposing  and  plan- 
ning. 

2.  It  enlists,  at  the  outset,  the  pupil's  interest  in  the  thing 
to  be  done,  or  act  to  be  performed. 

3.  It  gives  opportunity  for,  and  in  many  cases  requires  co- 
operation ;  it  involves  the  opposite  of  the  "stay  at  your 
bench  and  do  as  you  are  told"  method. 

4.  The  method  is  pedagogically  superior  to  the  exercise 
method  of  shop  instruction  in  that  the  psychological 
rather  than  the  so-called  logical  order  (as  conceived 
by  trained  adult  minds),  is  followed. 

5.  It  emphasizes  immediate  as  distinguished  from  deferred 
values.  To  put  it  tersely :  it  involves  a  minimum  of 
"cold  storage"  process. 

The  project  method  in  farm  shop  work  is  analagous  to  the 
same  method  in  technical  agriculture.  It  requires  the  pupil,  under 
guidance,  to  take  the  initiative  in  purposing  a  given  piece  of  work 
that  he  later  plans  and  executes.  The  pupil  keeps  records  of  time 
and  material  and  seeks  to  develop  general  truths  from  the  specific 
work  undertaken. 

Projects  in  farm  shop  work  cannot  be  as  large  in  terms  of  time 
or  labor  required  as  can  projects  in  a  major  enterprise  in  farming, 
such  as  crop  or  animal  production.  They  must  be  limited  to  the 
time  allowed  for  such  work  in  the  general  plan  of  agricultural  edu- 
cation. 

Organization  of  the  Project  Basis. — If  instruction  is  to  be  given 
in   the   kind-   of   work   successful   farmers   do.   as   revealed  in   this 


study,  it  means  that  school  instruction  must  not  be  limited  to  the 
kinds  of  work  that  can  be  given  only  in  the  school  shop.  In  order 
to  make  the  work  as  practical  and  worth  while  as  possible  the  fol- 
lowing plan  is  suggested  : 

The  teacher  visits  every  boy's  home  farm  during  the  sum- 
mer months  when  school  is  not  in  session,  and  when  he  needs 
to  supervise  the  home-project  w^ork  the  boy  is  doing.     The  pur- 
pose of  the  visit  is  to  go  over  the  farm  carefully  with  the  boy 
and  with  his  father  in  order  to  determine  jointly  what  repair  or 
construction  work  may  be  needed  on  the  farm.     From  this  the 
boy  can,  under  guidance,  make  his  selections. 
If  the  pupils  have  had  little  experience  with  tools  commonly 
used  it  will  be  desirable  to  have  them  select  ''jobs''  that  can  be  per- 
formed at  the  school.     Relatively  small  objects  such  as  watering 
troughs,  farm  gates  or  fruit  ladders  can  easily  be  made  by  boys  in- 
dividually.    Larger  jobs  such  as  hog  or  poultry  houses  may  well  be 
treated  as  class  projects.     They  can  be  planned  and  cut  to  size  in 
the  school  if  that  seems  desirable  so  that  little  time  is  used  in  as- 
sembling them  on  the  farms. 

Some  desirable  kinds  of  work  cannot  well  be  done  within  the 
school  building  or  grounds.  For  such  work  the  pupils  should  be 
taken  to  particular  farms  where  they  can  have  the  opportunity  to 
do  the  work  according  to  detailed  directions  given  by  the  instructor 
or  someone  w^ho  understands  the  work. 

Boys  Who  Do  Not  Live  On  Farms. — In  some  rural  communi 
ties,  particularly  where  oil  wells  or  coal  mines  are  found,  there  are 
boys  taking  agricultural  work  who  do  not  live  on  farms.  There 
are  therefore  no  jobs  for  them  to  do  for  the  home  farm.  Such  pupils 
Qan  be  provided  for  satisfactorily  in  several  ways.  The  farm  shops 
in  the  schools  should  have  a  good  variety  of  full  sized  models  of 
objects  such  as  farmers  need  to  make.  These  objects  serve  a  two- 
fold purpose :  they  stimulate  boys  to  similar  efforts,  and  they  serve 
as  illustrative  educational  material  in  both  technical  agriculture  and 
farm  shop  work.  Boys  from  other  than  farm  homes  can  work  on 
such  objects  to  advantage.  As  an  alternative  they  may  do  desirable 
kinds  of  work  for  other  members  of  the  class  or  for  other  people. 

Mechanical  Drawing  as  Related  to  Farm  Shop  Work 
Aim  or  Purpose  of  Mechanical  Drawing. — The  first,  and  un- 
doubtedly a  most  fundamental  question  to  be  considered  when  dis- 


cussing  contemplated  educational  work,  is  the  one  regarding  the 
aim  or  purpose  that  such  work  is  to  serve.  Traditionally  much  em- 
phasis is  placed  by  teachers  of  drawing  in  secondary  schools  (par- 
ticularly in  technical  high*  schools)  on  technique,  on  the  science  of 
orthographic  and  isometric  projection,  and  on  lettering.  From  the 
standpoint  of  developing  draftsmen  this  procedure  is  justifiable : 
from  the  point  of  view  of  preparing  for  farming  it  is  not. 

In  mechanical  drawing  the  vocational  agricultural  schools  of 
Pennsylvania  are  laboring  under  the  handicap  of  tradition — the 
tradition  of  city  schools  that  have  been  carried  over  into  the  rural 
schools  without  much  question  as  to  whether* or  not  the  aims  are 
truly  the  same  in  industrial  and  technical  schools  as  compared  with 
those  whose  chief  concern  is  to  prepare  for  happier  rural  life  and 
more  productive  agriculture. 

Farmers  are  occasional  readers,  not  makers,  of  blue-prints. 
J  hey  ought  to  know  enough  about  conventional  representation  so 
that  they  can  understand  working  drawings  dealing  with  farm  sub- 
jects. They  ought  also  to  be  able  to  make  working  sketches,  for 
the  latter  are  usefrl  in  conveying  ideas  to  others,  and  are  essential 
to  practically  all  mechanical  progress. 

Instead  of  ])lacing  major  emphasis  on  technique,  and  on  the 
science  of  drawing  the  requirements  of  an  agricultural  career  may 
be  better  served  by  the  kind  of  instruction  that  aims  at  developing: 

1.  Ability  to  read  working  sketches  and  blue-prints. 

2.  Ability  to  make  working  sketches.  (These  need  not 
be*  to  scale,  but  must  show  all  necessary  views,  di- 
mensions, and  notes). 

3.  Ability  to  write  simple  specifications  to  accompany 
sketches. 

4.  Ability  to  make  working  drawings  to  scale. 

In  developing  ability  to  make  v.orking  sketches  it  may  be  ad- 
visable to  let  pupils  take  advantage  of  all  mechanical  aids  (such  as 
T-square,  and  triangles)  at  hand,  \\hile  it  is  probably  advisable 
to  use  mechanical  aids,  such  as  instruments,  cross-section  and  iso- 
metric paper  in  introducing  work  in  sketching  for  farm  boys,  it  is 
always  to  be  remembered  that  the  objective  held  in  view  is  the 
ability  to  make  clear  free-hand  sketches,  and  the  transition  should 
be  made  as  quickly  as  ])ossible. 

7? 


Methods  in  Teaching  Drawing. — It  is  highly  desirable  to  have 
a  predetermined  plan  for  all  repair  and  construction  work  under- 
taken in  the  farm  shop.  This  may  be  in  writing,  in  the  form  of  a 
sketch,  or  drawing,  or  a  combination  of  these. 

Since  pupils  differ  greatly  in  their  ability  to  visualize  and  re])re- 
sent  objects,  it  will  be  best  not  to  use  the  same  method  of  approach 
for  all.  Individual  instruction  is  possible  in  all  agricultural  schools 
in  the  state. 

To  begin  with,  sketches  needed  in  farm  shop  work  may  be  sup- 
plied by  the  pupil  himself,  by  a  more  capable  pupil,  or  by  the 
teacher.  If  a  pupil  has  special  difficulty  with  drawing,  it  may  be 
best  to  let  him  make  a  sketch  from  an  object  that  has  already  been 
made,  or  from  the  object  that  he  has  made  from  a  sketch  furnished 
him.  More  capable  pupils  will  be  able  to  make  sketches  without 
having  the  object  before  them  or  without  having  made  the  same. 
This  latter  ability  should  be  developed  in  all  pupils  as  rapidly  as 
possible. 

Medium  to  Use.- — ^The  time  that  can  be  devoted  to  drawing  in 
a  program  of  agricultural  education  is  so  limited  in  amount  that 
most  satisfactory  results  can  probably  be  attained  by  limiting  the 
rendering  to  pencil  work  only. 

Cream  or  buff  colored  paper  is  less  likely  to  show  the  eft'ects  of 
frequent  handling  in  the  shop  than  is  white  paper. 

Soft  pencils  are  better  for  sketching  than  are  hard  ones.  Draw- 
ings made  with  soft  pencils  are  more  inclined  to  smear,  however, 
and  so  for  purposes  of  making  sketches  that  will  be  handled  much 
in  shop  work  a  medium  hard  pencil  is  preferable. 


APPENDIX 


Table  34 
MINIMUM  EQUIPMENT  SUGGESTED  FOR  FARM  SHOP  WORK 
I.    Work  in  Wood  (Required) 
Item         Amount         Description 

1  1         Brace,   rachet,    10"   sweep. 

2  1         Set  Auger  bits,  V  to   1"  by  16ths,  in  wooden  box. 

3  8        Bit  stock  drills,  2  each  i",  ^io",  ^",  one  each  i",  i". 

4  1         Each  Combination  countersink  and  gimlet  bit  No.  0,  1,  2. 

5  1         Expansive  bit,  i"  to  3"  cutters. 

6  1         Each  Screw  driver  bit,  i",  i". 

7  1         Oilstone  I",x2"x8"  combination  faces. 

8  1         Slipstone  4i"x2i"x:'". 

9  12         Chisels,  socket  firmer,  beveled  edge,  2-V',  1-1",  3-i",  1-5",  3-1", 

1-1",  1-U". 

10  1         Countersink,  rose,  bit  brace  shank. 

11  1         Drawing  knife,  8"  blade. 

12  1         Divider,  with  wing  and  extension  leg. 
File,  auger  bit. 

File,  saw,  three  square  regular  taper  5". 
File,  saw,  three  square  extra  slim  taper,  5". 
Glass  cutter,  turret  head. 
Grinder,  carborundum  or  emery  wheels  7i"xH",  1  each  medium 

and  fine.     Foot  power  attachment. 
Hammer,    Adz2    eye    bell    face    nail    hammers,    weight    16    oz. 

Curved   claw. 
Hand  axe,  4i"  handled. 
Level,  30"  adjustable. 
Nail  sets,  cup  points,  assorted  sizes. 
Oiler,  drawn  steel,  copper  plated,  3i"  diam.,  5"  spout. 
Plane,  block,  5i"xli",  lever  adjustment. 
Plane,  smooth,  9"x2",  smooth  bottom. 
Plane,  jack,  14"x2",  smooth  bottom. 
Plier,  combination,  5". 
Putty  knife,  2"  flexible  blade. 
Reamer,  Vio"  to  ^"yo]",  bit  stock  shank. 
Rules,  2  ft.  4  fold,  1"  wide,  brass  tips. 
Saw,  crosscut,  8  point,  26". 
Saw,  crosscut,  10  point,  22". 
Saw,  crosscut,  10  point,  24". 
Saw,  rip,  oh  point,  26". 
Saw,  compass,  14". 
Saw,  coping,  with  12  blades. 
Saw  set. 

*N — Quantity  of  tools  equal  to  the  number  of  pupils  in  the  class. 
'N/2 — Quantity  of  tools  equal  to  half  the  number  of  pupils  in  the  class. 


13 

1 

14 

6 

15 

6 

16 

1 

17 

1 

18 

*N 

19 

1 

20 

1 

21 

3 

22 

1 

23 

1 

24 

**N/2 

25 

**N/2 

26 

1 

27 

1 

28 

1 

29 

*N 

30 

1 

31 

2 

32 

3 

33 

2 

34 

1 

35 

1 

36 

1 

**N/2 


Table  34   ( Continued  < 

Amount         Description 

Saw  jointer  (made  by  pupils). 

Saw  clamp  (made  by  pupils i. 

Saw  file  handle  (made  by  pupils  i. 

Screw  driver,  2^''  blade,  slim. 

Screw  driver,  4"  blade,  regular. 

Screw  driver,  Ti"  blade,  cabinet. 

Sliding  T  bevel,  6". 

Square,  framing,  body  24''x2",  tongue  16"xl  V'. 

Square,  framing,  body  24''x2",  tongue   16"xlA".     (Of  standard 

make  other  than  item  44). 
Square,  try,  6"  blade,  steel. 

Screw,  bench,  wrought  iron,  1"  diam.,  15"  long. 
Vise,  blacksmiths'  solid  box,  4"  jaw. 
Wrench,  monkey,  8". 

Additional  Desirable  Equipment 
Brace,   12''  rachet. 

Chuck,  capacity  O-i",  3  jawed,  bit  stock  shank. 
Hack  saw,  adjustable  8"- 12'',  with   1  doz.  10"  blades. 
File,  fiat  bastard  cut,  8". 
File,  half  round,  bastard  cut,  8". 
File,  cabinet  rasp,  12". 
File,  bastard  cut,  10"  round. 
File,  mill,  single  cut,  8". 
Set  Cross  cut  tools. 
Pair  Level  sights  (to  fit  item  20). 
Tape,  50  ft.,  A''  corded  linen,  graduated  to  fourths. 

II.     Work  In  Iron  and   Steel    (Required). 
Breast  d\''\\\  for  bit  stock  shanks  and  round  shank  drills. 
Cold  chisels,  1  each  I",  i",  3". 

Hack  saw,  adjustable,  8"  to  12"  with  1  doz.  10"  blades. 
Hammer,  ball  pene,  10  oz. 
Punch,  center,  machinist's  octagonal  I". 
Set   Screw   plates,   taper   taps     dies   and   collets   cutting   ?"-20, 

9i(;"-18,  i"-16,  Vu/'-14,  A"-13. 
Wrench,  monkey,  8". 
Wrench,  monkey,  10". 
Wrench,  alligator,  5i". 

Additional  Desirable  Equipment 

Anvil,  100  lb. 

Chisel,  cold,  2  lb. 

Chisel,  hot,  1]  lb. 

Forge,  30"x36"  hearth,  fan  12"  diam.,  water  tank  and  half  hood. 

Hammer,  ball  pene,  I2  lb. 


*N — Quantity  of  tools  equal  to  the  number  of  pupils  in  the  class. 
•N/2 — Quantity  of  tools  equal  to  half  the  number  of  pupils  in  the  class. 

.     70 


U",  2' 


Table  31   (Continued) 
Item         Amount         Description 
6  1         Hammer,  2  lb.,  blacksmith's,  18"  handle. 

Hardie,  I";  blade  U". 

Pair  Tongs,  "V"  notched  jaws  for  i"  stock,  18". 
9  1         Pair  Tcngs,  bolt  tongs,  18". 

10  1         Pair,  Tongs,  straight  lip,  18". 

11  1         Pair  Tongs,  general  forging,  flat  jaws. 

III.    Pipe  Fitting  (Optional » 
Cutter,  A"  to  2i"  capacity. 

Oiler,  drawn  steel,  copper  plated,  diam.  3i",  5"  spout. 
Stock  and  die,  adjustable,  cutting  pipe  sizes  2",  2",  1", 

right  and  left. 
Vise,  capacity  J"  to  2*". 
Wrench,  pipe,  10". 
Wrench,  pipe,  18". 

IV.    Work  in  Cement  (Required). 

Edger,  6"x3",  i"  radius. 
Jointer,  9"x3". 

Square  angle  tool,  outside,  8"x2|". 
Square  angle  tool,  inside,  8"x2i". 
Trowel,  cementer's,  lli"x4i%6"- 
Trowel,  pointing,  5". 

V.    Soldering  and  Babbitting   (Optional) 

Chisel,  half  round  nose,  i". 

Chisel,  plugging,  §". 

Gasoline  torch. 

Shave  hook,  triangular. 

Pair  snips,  82"  cut. 

Soldering  coppers,  weight  1  lb.  each. 

VI.     Drawing  Equipment    (Required) 

1  3         Boards,  white  pine  20"x26"xi->n;"  with  end  ledge  flush  with  sur- 

face of  boards. 

2  3        Compasses,  pencil. 

3  3        T  Squares,  pearwood  blades  3(K',  fixed  heads. 

4  3        Triangles,  6"-45°. 

5  3        Triangles,  8"-60°. 

6  3        Scales,  architect's  12",  triangular  boxwood. 


Additional  Desirable  Equipment 
Pencil  sharpener. 
Eraser  shield,  brass,  nickel  plated. 
Pair  Paper  shears,  10". 
Yard  stick,  maple. 

Set  instruments,  containing  ruling  pen,  bow  pen,  compass,  and 
attachments. 


77 


Item 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 


VII.    Work  in  Leather  (Optional). 
Amount        Description 

Awl,  automatic  sewing,  with  straight  and  curved  needles 

Awl,  Harness  maker's  collar  or  drawing,  8". 

Awl  haft,  4". 

Edging  tool,  5". 

Knife,  leather,  4". 

Knife,  Harness  maker's,  round. 

Paper  needles.  Harness  maker's,  assorted  sizes. 

Rivet  set  No.  1. 

Rivet  set  No.  2. 

Spring  punch,  revolving,   4  tubes. 

VIII.    Desirable 

Fire  extinguisher,  brass  finish,  with  wall  bracket  for  support. 

First  aid  kit. 

Oily  waste  can,  with  self  closing  lid.     12"  diam.,  18''  high. 


Table  35 

In  order  that  farm  shop  work  may  be  correlated  as  closely  as  possible 
with  technical  agriculture,  a  number  of  "jobs"  have  been  grouped  under 
heads  used  in  the  study  of  agriculture.  The  list  was  taken  from  this  study. 
It  is  merely  suggestive,  and  is  not  meant  to  be  exhaustive.  Some  objects  may 
well  appear  under  several  of  the  heads  used. 

The  items  in  each  group  are  so  arranged  that  they  appear  in  the  order  of 
the  number  of  farmers  per  hundred  who  make  these  objects 


I. 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
13. 
14. 
Note 


Plank  drag 
Bins  for  grain 
Evener 
Corn  crib 
Crating 
Land  leveler 
Road  drag 


Soils  and  Field  Crops 

8.     Planting  stick 


9. 
10. 
11. 
12. 
13. 
14. 


Grain  bed 
Seed  corn  curinj 
Ensilage  rack 
Seed  corn  tree 
Seed  corn  shed 
Weight  carrier 


frame 


11.    Animal  Husbandry  and  Dairy  Husbandry 


Milking  stool  15. 

Jockey  Stick  16. 

Pig  pen  17. 

Horse  manger  18. 

Cattle  manger  19. 

Hog  house  20. 

Feeding  trough  for  swine  21. 

Hay  rack  22. 

Horse  drawn  sled  23. 

Watering  trough  24. 

Smoke  house  25. 

Dog  house  26. 

27. 


Feeding   trough   for   sheep 

Rabbit  coop. 

Roughage  feed  rack  for  cattle 

Ice  house 

Wagon  shed 

Roughage  feed  rack  for  swine 

Pigeon  house 

Combination   barn* 

Dairy  barn* 

Horse  barn* 

Milk  record-sheet  case 

Sheep  barn* 

Unloading  chute  for  cattle 


Feeding  trough  for  stock 

Brush  and  curry  comb  cabinet 

:   Items  marked  with  *  are  too  large  to  build  for  school  work,  but  may 


present   desirable  repair   work. 

III.     Horticulture   and   Vegetable    Gardening 

1.  Fruit  ladder 

2.  Trellis  for  grapes 

3.  Garden  marker 

4.  Trellis  for  tomatoes 

5.  Seed  corn  testing  tray 


6. 

Step  ladder 

7. 

Bee  hive 

8. 

Bee  hive  seat 

9. 

Sack  holder 

0. 

Cabinet  for  seeds 

78 


Table   36    (Continued) 


Nest  for  laying  hens 

Chicken  coop 

Nest  for  setting  hens 

Feeding  trough  for  chicks 

Chicken  feeder 

Poultry  house 

Wire  fence 
Farm  gate 
Board  fence 
Yard  gate 
Saw  horse 
Mortar  box 
Tool  box 
Saw  buck 
Wagon  box 
Wagon  jack 
Privy 

Wagon  seat 
Flight  of  steps 
Ironing  board 
Well  covering 
House  ladder 


IV.    Poultry 

7.  Chicken  brooder 

8.  Chicken  crate 

9.  Oats  sprouter 

10.  Egg  tester 

11.  Trap  nest 


V.     General 


17. 
18. 
19. 
20. 
21. 
22. 
23. 
24. 
25. 
26. 
27. 
28. 
29. 
30. 
31. 
32. 


Implement  shed 
Nail  cabinet 
Wood  shed 
Vise  handle 
Batten  door 
Miter   box 
Bread  board 
Kitchen  stool 
Kitchen  sink 
Tool  carrier 
Saw  clamp 
Wind'ass 
Wagon  top 
Lumber  rack 
Kitchen  bin 
Fireless  cooker 


Table  36 
SELECTED  BIBLIOGRAPHY   FOR   FARM  SHOP   WORK 

I.    Books 

(Books  marked  with  ""   are  to  be  purchased  first) 
Woodwork 

Blackburn,  Samuel  E.,  Farin  Woodworking,  Manual  Arts  Press,  1916. 
Brace  and  Mayne,  Farm  Shop  Work,  American  Book  Co. 
Burton,  Myron  G.,  Shop  Projects  Based  on  Community  Problems,  Vo- 
cational Supply  Co. 
Griffith,  Ira,  Carpentry,  Manual  Arts  Press.     Second  Edition,  1917. 
Radford,   Wm.   A.,  Practical   Carpentry,   Radford   Architectural   Co., 
Vol.  I. 
*Roehl,  Louis   M.,  AgHcultural  Woodworking,  Bruce   Publishing  Co., 

1916. 
*Roehl,  Louis  M.,  Farm  Woodwork,  Bruce  Publishing  Co.,  1919. 

Drawing 

*  French  and  Ives,  Agricultural  Drawing,  McGraw-Hill  Co.,  1915. 
Eugene  Dietzgen  Co.,  Lettering  Strokes,  Sent  gratis.     (Loose  sheets) 
We'k,  Elementary  Mechanical  Drawing,  McGraw-Hill  Co. 
Howe,  Agricultural  Drafting  Problems,  Wiley  and  Son. 
Howe,  Agricultural  Drafting,  Wiley  and  Son. 

Forge  Work 

Brace  and  Mayne,  Farm  Shop  Work,  American  Book  Co. 
Buffalo  Forge  Company,  Exercises  in  Forge  Shop  Practice,  1919. 
Drew,  .J.   M.,   Farm  Blacksmithing,   1901-1910-1915,   Webb   Pub.   Co. 
Googertv,  Thomas  F.,  Practical  Forging  and  Artsmithing,  Bruce  Pub. 
Co.,  1915.     Price  $1.00. 


79 


Table   35    1  Continued! 

Ilgen,  Wm.  L.,  Forge  Work,  American  Book  Co.,  1912. 
*  Schwarzkopf,  E.,  Plain  and  Oomamental  Forging,  .John  Wiley  and  Son. 

Concrete 

Davidson,  Ralph  C,  Concrete  Pottery  and  Garden  Fiwniture,  Munn 
and  Co.,  1910. 

Eklaw,  K.  .J.  T.,  Farm  Concrete,  Macmillan  Co.,  1917. 

PorMand  Cement  Association  pamphlets. 
*Scaton,  Roy  A.,  Concrete  Construction   for  Rural  Communities,  Mc- 
Graw-Hill Book  Co.,  1916. 
Farm  Shop  Work— General 

Eklaw,  Farm  Structures,  Macmillan  Pub.  Co.,  1916. 

Ramsower,  Harry  C,  Equipment  for  the  Farm  and  Farmstead,  Ginn 
&  Co. 

Shawvor,  J.  L.,  Plank  Frame  Baim  Construction,  David  Williams  Co. 

Magazines 

American  Carpenter  and  Builder.   (Monthly). 

Concrete  and  Cement  Age.    (Monthly). 

Farm  Mechanics.     Farm  Mechanics  Co. 

Industrial  A^'ts  Magazine.   (Monthly),  Bruce  Pub.  Co. 

The  Manual  Training  Magazine.    (Monthly),  Manual  Arts  Press. 

II. 

A  Selected  List  of  Free  Bulletins  ContaininE;  Subject  Matter  of  Value  to 

Farm  Shop  Work 

Belgian  Hares 

Raising  Belgian  Hares  and  other  Rabbits,  Farmers'  Bui.  496,  1917. 
Birds 

Bird  Houses  and  How  to  Build  Them,  Farmers'  Bui.  609,  1918. 

Building  Plans 

Farm   Building  Plans,   Ext.   Circ.   104,   April,  1918,  College  of  Agr., 
University  of  Wis. 

Concrete 

The  Use  of  Concrete  on  the  Farin,  Farmers'  Bui.  461,  1916. 

Cement  and  Concrete  Fence  Posts,  Bui.  148,  1909,  Exp.  Sta.,  Colo.  Agr. 
College. 

Concrete  Feeding  Floors,  Bui,  May,  1918,  Portland  Cement  Assoc. 

Concrete  Foundations,  Bui.,  Jan.,  1918,  Portland  Cement  Assoc. 

Concrete    Troughs,    Tanks   and   Cisterns,    Bui.,   June,    1918,   Portland 
Cement  Assoc. 

Proportioning,  Mixing  and  Placing  Concrete,  Bui.,  Jan.,  1918,  Port- 
land Cement  Assoc. 

Dairy  Barns 

Dairy  Barns,  Bui.  266,  1916,  Agr.  Exp.  Sta.,  Univ.  of  Wis. 
Dairy  Barns,  Bui.  179,  1914,  Univ.  of  Ky. 

The  Dairy  Barn  and  Milk  House.  Hoiv  to  Construct  Them,  Popular 
Bui.  95,  1915,  Ag.  Exp.  Sta.,  Wash. 

Dairy  Houses 

A  Plan  for  a  Small  Dairy  House,  Farmers'  Bui.,  689,  1915. 

The  Construction  of  the  Dairy  House,  Bui.  188,  1916,  Ag.  Exp.  Sta., 
Univ.  of  111. 
Egg  Tester 

Egg  Candler,  Ext.  Bui.  1,  1916-1917,  Ag.  College,  Ohio  State  Univ. 

80 


Table  36  (Continued) 

Farm  Home  Conveniences 

Farm  Home  Conveniences,  Farmers'  Bui.  927,  1918. 

Home  Made  Fireless  Cookers  and  Their  Use,  Farmers*  Bui.  771,  1918. 

Drying  Vegetables  and  Fruits  for  Home  Use,  Dept.  Circ.  3,  1919,  U.  S. 

Dept.  Agr. 
Flij  Traps  and  Their  Operation,  Farmers*  Bui.  734,  1916. 

Hogs 

Dry  Lot  vs.  Pasture  Crop  for  Growing  Pigs  With  a  Self-Feeder,  Sep- 
arate Bui.  5,  1917,  Ag.  Exp.  Sta.,  Penn.  State  College. 

Conuniinitij  Hog  Houses,  Bui.  166,  1916,  Ag.  Exp.  Sta.,  Iowa  State 
College. 

The  Location,  Construction,  and  Operation  of  Hog  Houses,  Bui.  109, 
Reprint  1915,  Ag.  Exp.  Sta.,  Univ.  of  111. 

Hog  Houses,  Farmers'  Bui.  438,  1917. 

Mo  cable  Hog  Houses,  Circ.  102,  1918,  U.  S.  Dept.  of  Agr. 

How  to  Make  a  Hog  Crate,  Circ.  46,  U.  S.  Dept.  Agr. 

The  Self -Feeder  for  Hogs,  Farmers'  Bui.  906. 

A  Simple  Hog  Breeding  Crate,  Farmers'  Bui.  966,  1917. 

Dipinng  Vat  for  Hogs,  Bui.  4,  1916,  Ag.  Exp.  Sta.,  Univ.  of  Fla. 

Pork  Production  in  Wviconsiri,  Bui.  242,  1914,  Ag.  Exp.  Sta.,  Univ. 
of  Wis. 

Swine  Husbandry,  Bui.  6,  1918,  Pa.  Dept.  of  Agri.,  Harrisburg. 

Hotbeds 

Hotbeds  for  Home  Gardeyis,  Circ.  77,  1918,  Ag.  Exp.  Sta.,  Purdue  Univ. 
Hotbed  Construction,  Popular  Bui.  98,  1916,  Washington  Ag.  Exp.  Sta. 
Frames  as  a  Factor  in  Tnick  Growing,  Farmers'  Bui.  460,  1911. 

Ice  Houses 

Ice  Houses,  Farmers'  Bui.  475,  1918. 

Ice  Houses  and  the  Use  of  Ice  on  the  Dairy  Farm,  Farmers'  Bui.  623, 

1915. 
Killing  and  CuHng  Pork,  Farmers'  Bui.  913,  1917. 

Paint 

Use  of  Paiyit  on  the  Farm,  Farmers'  Bui.  474,  1917. 

Poultry 

Poultry  House  Co7ist ruction.  Farmers'  Bui.  574,  1918. 

Poultry  Houses,  Bui.  211,  1918,  Ag.  Exp.  Sta.,  Purdue  Univ. 

The  Missouri  Poultry  House,  Circ.  80,  1916,  Ag.  Exp.  Sta.,  Univ.  of 

Missouri. 
Poultry  Houses,  Bui.  2,  1916-1917,  Ag.  Ext.  BuL,  Ohio  State  Univ. 
A  Sucessful  Iowa  Shed  Roof  Poultry  Ho2ise,  Bui.  176,  1918. 
Chicken  Houses,  Circ.  61,  1917,  Ag.  Exp.  Sta.,  Kans.  State  Ag.  Coll. 
Poultry  House  Consti-uction,  Bui.  81,  1915,  Ag.  Exp.  Sta.,  Storrs,  Conn. 
Practical  and  Inexpensive   Poultry  Appliances,   Circ.   142,   1915,  Ag, 

Exp.  Sta.,  Univ.  of  Cal. 
Natural  aitd  Artificial  Brooding  of  Chickens,  Farmers'  Bui.  624,  1915. 
Poultry  Houses,  Ext.  Circ.  62,  1916,  Ag.  Exp.  Sta.,  Univ.  of  Wis. 

Preserving  Wood 

The  Preservative  Treatment  of  Farm  Timbers,  Bui.  744,  1916. 
Preservative  Treatment  of  Fence  Posts,  Bui.  158,  1915,  Ag.  Exp.  Sta., 
Iowa  State  College. 

81 


Table  36  (Continued) 

Repair  of  Farm  Equipment 

Care  and  Repair  of  Farm  Implements,  Farmers'  Bui.  947,  1918. 

The  Repair  of  Farm  Equipment,  Farmers'  Bui.  347,  1915. 

Points  on  the  Selection,  Adjustment  and  Care  of  Farm  Machines,  Bui. 

133,  1915,  Exp.  Sta.,  Oreg.  Ag.  College. 
Care  and  Repair  of  Farm  Implements,  Farmers'  Bui.  1036,  1919. 

Road  Drag 

The  Road  Drag  and  How  It  Is  Used,  Farmers'  Bui.  597,  1917. 
Making  Good  Earth  Roads,  Bui.  9,  1911,  Ag.  Exp.   S.'a.,  Ohio  State 
Univ. 

Rope 

Use  of  Rope  on  the  Farm,  Bui.  5,  1916-1917,  Ag.  Ext.  Dept.,  Ohio  State 
Univ. 

Sheep 

Sheep  Raising,  Ext.  Circ.  49,  1916,  Penn'a  State  College. 

SUos 

Home-made  Silos,  Farmers'  Bui.  855,  1917. 

Suggestions  for  Selecting  and  Building  A  Silo,  Ext.  Circ.  72,  1918, 
Penn'a  State  College. 

Silo  Questions  and  Answers,  Ext.  Circ.  87,  1917,  School  of  Ag.,  Univ. 
of  Wis. 

Silo  Construction,  Bui.  B-49,  1919,  A.  &  M.  College,  Texas. 

How  to  Build  the  Wooden  Hoop  Silo,  Circ.  9,  1917,  Alabama  Poly- 
technic Inst. 

Modern  Silo  Construction,  Bui.  141,  1913,  Ag.  Exp.  Sta.,  Iowa  State 
College. 

Monolithic  Concrete  Silo  for  Your  Farm,  Bui.  1918,  Portland  Cement 
Association. 


ADDRESSES  OF  PUBLISHERS 

American  Carpenter  and  Builder,  178  W.  Jackson  Bldg.,  Chicago,  111. 

American  Book  Co.,  100  Washington  Square,  E.  New  York  City. 

Buffalo  Forge  Co.,  Buffalo,  N.  Y. 

Bruce  Pubhshing  Co.,  Milwaukee,  Wis. 

Concrete  and  Cement  Age,  79  Fort  Street,  W.  Detroit,  Mich. 

Eugene  Dietzgen  Co.,  218  E.  23rd  Street,  New  York  City. 

Farm  Mechanics  Co.,  1827  Prairie  Avenue,  Chicago,  111. 

Ginn  and  Company,  29  Beacon  Street,  Boston,  Mass. 

Henley  Publishing  Co.,  130  Nassau  Street,  New  York  City. 

McGraw  Hill  Book  Co  ,  66  Fifth  Avenue,  New  York  City. 

The  Macmillan  Co.,  66  Fifth  Avenue,  New  York  City. 

Manual  Arts  Press,  Peoria,  111. 

Orange  Judd  Co.,  New  York  City. 

Portland  Cement  Association,  111  W.  Washington  St.,  Chicago,  III. 

Popular  Mechanics  Co.,  6  Michigan  Avenue,  Chicago,  111. 

Radford  Architectural  Co.,  185  E.  Jackson  Bldg.,  Chicago,  III. 

Van  Nostrand  Co.,  25  Park  Place,  New  York  City. 

Vocational  Supply  Co.,  Muncie,  Indiana. 

Webb  Publishing  Co,  St.  Paul,  Minn. 

John  Wiley  &  Sons,  432  Fourth  Avenue,  New  York  City. 

82 


ADDRESSES  OF  AGRICULTURAL  COLLEGES  AND  EXPERIMENT 

STATIONS 

(Compiled  from  "List  of  Workers  in  Subjects  Pertaining  to  Agriculture. 
Home  Economics  and  Marketing".  1918-1919.  U.  S.  Department  of  Agricul- 
ture). 


Alabama.  Alabama   Polytechnic  Institute  and   Agriculture  Experiment 

vStation,  Auburn. 

Arizona.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta 

tion  of  the  University  of  Arizona,  Tucson. 

Arkansas.  College  of  Agriculture  and  Agricultural  Experiment  Station 

of  the  University  of  Arkansas,  Fayetteville. 

California  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  California,  Berkeley. 

Colorado.  The   State   Agricultural   College  of  Colorado   and   the   Agri- 

cultural Experiment  Station,  Fort  Collins. 

Connecticut.  Connecticut  Agricultural  College  and  the  Storrs  Agricultural 

Experiment  Station,  Storrs. 

Connecticut    State    Agricultural    Experiment    Station,    New 
Haven. 

Delaware.  Delaware  College  and  the  Agricultural  Experiment  Station. 

Newark. 

Florida.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Florida,  Gainesville. 

Georgia.  Georgia  State  College  of  Agriculture,  University  of  Georgia. 

Athens. 
Georgia  Experiment  Station,  Experiment. 

Idaho.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Idaho,  Moscow. 

Illinois.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Illinois,  Urbana. 

Indiana.  Purdue  University  (The  School  of  Agriculture  and  the  Agri- 

cultural  Experiment  Station),  LaFayette. 

Iowa.  Iowa  State   College  of  Agriculture  and   Mechanic   Arts  and 

the  Agricultural  Experiment  Station,  Ames. 

Kansas.  Kansas  .State  Agricultural  College  and  the  Agricultural  Ex- 

periment Station,  Manhattan. 

Kentucky.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Kentucky,  Lexington. 

Louisiana.  Louisiana  State  L^niversity  and  Agricultural  and  Mechanical 

College  and   the  State   Experiment  Station,  University  Sta- 
tion, Batan  Rouge. 

83 


Maine.  College  of  Agriculture  and  Agricultural  Experiment  Station 

of  the  University  of  Maine,  Orono. 

Maryland.  Maryland  State  CoPege  of  Agriculture  and  the  Agricultural 

Experiment  Station,  College  Park. 

Massachusetts.  Massachusetts  Agricultural  College  and  Agricultural  Experi- 
ment Station,  Amherst. 

Michigan.  The  Michigan  Agricultural  College  and  the  Agricultural  Ex- 

periment Station,  East  Lansing. 

Minnesota.  Department  of  Agriculture   (School  of  Agriculture  and  Agri- 

cultural Experiment  Station)  of  the  University  of  Minnesota, 
University  Farm,  St.  Paul. 

Mississippi.  Mississippi   Agricultural   and   Mechanical  College   and   Agri- 

cultural Experiment  Station,  Agricultural  College. 

Missouri.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Missouri,  Columbia. 

Montana.  Montana  State   College   of   Agriculture    and    Mechanic   Arts 

and  the  Agricultural  Experiment  Station,  Bozeman. 

Nebraska.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Nebraska,  Lincoln. 

Nevada.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Nevada,  Reno. 

New  Hampshire.  New  Hampshire  College  of  Agriculture  and  the  Mechanic 
Arts  and  the  Agricultural  Experiment  Station,  Durham. 

.New  Jersey  State    College    of    Agriculture    and    the    Mechanic    Arts    and 

Agricultural  Experiment  Station  of  Rutgers  College  and  the 
State  University  of  New  Jersey,  New  Brunswick. 

New  Mexico.  New  Mexico  College  of  Agriculture  and  Mechan'c  Arts  and 

the  Agricultural  Experiment  Station,  New  Mexico. 

New  York  New    York    State    College    of    Agriculture    and    the    Agricul- 

tural Experiment  Station  at  Cornell  University,  Ithaca.  New 
York  State  Agricultural  Experiment  Station,  Geneva. 

North  Carolina.  North  Carolina  State  College  of  Agriculture  and  Engineer- 
ing, West  Raleigh,  and  the  Agricultural  Experiment  Station, 
Raleigh,  and  West  Raleigh. 

North  Dakota.  North  Dakota  Agricultural  College  and  the  Agricultural  Ex 
periment  Station.     Agricultural  College. 

Ohio.  The  College  of  Agriculture  and  of  Veterinary  Medicine,  Ohio 

State  University,  Columbus. 
Ohio  Agricultural  Experiment  Station,  Wooster. 

Oklahoma.  Oklahoma    Agricultural    and    Mechanical    College    and    the 

Agricultural  Experiment  Station,  Stillwater. 

Oregon.  Oregon    Agricultural    College    and    the    Agricultural   Experi- 

ment Station,  Corvallis. 

Pennsylvania.  The  School  of  Agriculture  and  Agricultural  Experiment  Sta- 
tion, State  College. 


84 


Rhode  Island.         Rhode  Island  State  Colege  and  the  Agricultural  Experiment 
Station,   Kingston. 

South  Carolina.      Clemson  Agricultural   College   and   the   Agricultural   Experi- 
ment Station,  Clemson  College. 

Scuth  Dakota.        South   Dakota   State   College   of   Agriculture   and   Mechanic 
Arts  and  the  Agricutlural  Experiment  Station,  Brookings. 

Tennessee.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Tennessee,  Knoxville. 

Texas.  Agricultural  and  Mechanical  College  of  Texas  and  the  Agri- 

cultural Experiment  Station,  College  Station. 

Utah.  Agricultural   College   of  Utah   and   the   Agricultural   Experi- 

ment Station,  Logan. 

Vermont.  College  of  Agriculture  and  Agricultural  Experiment  Station 

of   the    University    of    Vermont    and    the   State    Agricultural 
College,  Burlington. 

Virginia.  Virginia    Agricultural    and    Mechanical    College    and    Poly- 

technic  Institute   and  the  Agricultural  Experiment  Station, 
Blacksburg. 

Washington.  State   College   of   Washington   and   the    Agricultural   Experi- 

ment Station,  Pullman. 

West  Virginia.        College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 
tion of  West  Virginia  University,  Morgantown. 

Wisconsin.  College  of  Agriculture  and  the  Agricultural  Experiment  Sta- 

tion of  the  University  of  Wisconsin,  Madison. 

Wyoming.  College   of   Agriculture   and    the   Experiment   Station   of   the 

University  of  Wyoming,  Laramie. 


85 


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